10Q.5 




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Boolu 




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7& 

9 



TEACHERS 
MANVAL5 



No. 2. 




2&) THE ART OF SECURING ^f^C 

g A ttention. 



h 



BY 






J. G. FITCH, M. A., 



Author of "Lectures on Teaching. 



-vE-L/KELLPGG'C^CO 

.<7-NEWYORK- Cf' CHICAGO 

mm- 




SEVENTEENTH YEA%! , 

The S chool J ournal 

^ is published weekly at $2.50 a year. Amos M. Kel- 
logg and Jerome Allen, two teachers of life-long 

•fa experience and progressive ideas, devote their whole 
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TBT of its value. Sample free. 

E. L. KELLOGG & CO., Educational Publishers. 

NFW YORK AND CHICAGO. 



THE ART 



OF 



Securing Attention 






By JOSHUA G. FITCH, M.A. 

PRINCIPAL OF THE NORMAL COLLEGE, BRITISH 

AND FOREIGN SCHOOL SOCIETY; AUTHOR 

OF "LECTURES ON TEACHING." 



fih u r/ 



New York and Chicago: 

E. L. KELLOGG & CO 



OS 



The following lecture is full of most admirable St 
gestions. It was directed to teachers in Sunday-schoi 
as will be seen, but the principles of teaching are 
same everywhere 



Copyright, 1888. 
L. KELLOGG & CO. 



4e art of securing attention. 




Y attention, I mean fixity of thought, 

the concentration of 

, u , ■, . , Definition of 

the whole mind up- 

^ attention, 

on one subject at a 

time; that effort of will by which 

we are enabled to follow what we 

hear or read, without wandering, 

hout weariness, and without losing any particle 

ae meaning intended to be conveyed. 

do not doubt that to many of you the thought 

irs, "This, indeed, is the one thing which I most 

.t. If I could only secure attention, what an 

lirable teacher I should be! How happy I should 

n my work! How much success and usefulness 

ild follow my efforts! " 

ow, this is a very natural reflection; but it will 

ny object to prove to 3^ou that it 

■ ot a very sound one; and that at- 

ion must not be looked upon as the 

■'ition of our being good teachers; but rather as 

result of our being so. 

et us first of all acknowledge to ourselves, that 

ntion, such as we want to get from 

idren, is a very hard thing to give. 

( and I, even when we have the 



Attention a 
result. 



Attention diffi- 
cult for children. 



44 



ART OF SECURING ATTENTION. 



ject, often find that it is next to impossible to cl *ain 
our thoughts resolutely down to it. The menj lory 
of yesterday's business, the prospect of to-morrd dw's 
pleasure, will intrude upon us in spite of all | our 
efforts. We constantly lose the thread of argum/.ent, 
even in a book that interests us; the eye glaihces 
down the page, but the thoughts do not follow it, 
and we are compelled to go back again, and maljse a 
renewed effort to keep our wayward minds in Ihar- 
ness. You know how often this is true; whether 
you listen to a sermon or a lecture, or read a book. 
It is true even when you most desire to resist the 
temptation. How much more is the difficulty likely 
to be felt by little children, who are constitutionally 
more restless than we are; whose moral natures are 
but partially developed; and who have, at present, 
no strong sense of duty to chide them into silence 
or awe them into attention. 

And let us confess to ourselves, also, that we are 
accustomed to make very heavy de- 

"ron y chlldren S mands u P on a child's faculty of atten- 
tion, especially on Sunday. We ex- 
pect him to listen to teaching from nine o'clock 
until past ten; then after a brief interval to compose 
himself into a reverential attitude, and into stillness 
and solemnity during a long service, the greater part 
of which is necessarily above his comprehension, 
and adapted to cases and experiences very different 
from his own. Then we call upon him to come 
again, from two till past four, and continue wakeful, 

vrhol? ~ f OUT 
■ 



LOOK FOR THE DIFFICULTIES. 45 

remember, relate to a subject which, although of the 
deepest importance, is not naturally felt to be so in 
early youth. Until it pleases God to impart to a little 
child, either through the instrumentality of wise 
teaching or otherwise, an appetite for sacred truths, 
he has no natural curiosity about them. He is nat- 
urally very inquisitive about things that immediately 
surround him; he is curious to learn about the sun, 
and the moon, and the stars; about distant countries; 
about the manners of foreigners; about birds and 
beasts and fishes; nay, even about machines, and 
many other human inventions; but about the nature 
of God, and about man's relation to him, and the 
great truths of revealed religion, you know that there 
is rarely any strong curiosity in a child's mind. You 
do not find the appetite for such knowledge as this 
already existing there. You have to create it; and 
until you have created it, he cannot give you the 
fixed and earnest attention you want, without an 
effort which is positively painful to him. 

I think it important at the outset that we should 
be aware of these two simple facts: 

first, that fixed attention is a hard l.t. u . 

' difficulties, 

thing for anybody to give; and, sec- 
ond, that fixed attention to religious subjects is es- 
pecially a hard thing for children to give. When 
we have fairly taken these facts into account we 
shall be better prepared to avail ourselves of any 
counsel which may enable us to secure attention. It 
is always a great step toward the removal of a diffi- 
culty to know that there is a difficulty, and that it 
needs to be removed. 

(5) 



46 ART OF SECURING ATTENTION. 

For you know, however hard it may be to gain 
attention, we must get it if we are to 
do any good at all in a Sunday-school. 
It is of no use there to tell children 
things which go no deeper than the surface of their 
minds, and which will be swept away to make room 
for the first trifling matter which claims admission 
there. If children are really to be the better for what 
we teach, if the truths which we love so well are really 
to go deep into their consciences, and become the 
guiding principles of their lives, it is no half-hearted, 
languid attention which will serve our purpose. We 
are not dealing with facts which will bear to be re- 
ceived and then forgotten; but with truths which, if 
they have any significance at all, have an eternal sig- 
nificance; and, if they are to have any practical value 
to a child at all, must not only be received by his 
understanding, but lodged securely in his memory, 
and made to tell upon the formation of his character 
for this world and the next. Since, then, you, as 
Sunday-school teachers, need deeper and more ear- 
nest attention to what you say than any other class 
of teachers, it is worth our while to 'consider how 
you are to get it, and, when you have got it, how 
you are likely to keep it. 

Let me tell you first how you will not get attention. 

You will not get it by claiming it, by 

C1 ttn i wfli a r t n ' demanding it as a right, or by entreat- 

get it. m g it as a favor; by urging upon your 

pupils the importance of the subject, 

the sacredness of the day, the kindness of their 

teachers, or the great and solemn character of the 

(6) 



REAL INTEREST. \J 

truths you have to impart. All these are very legiti- 
mate arguments to use to older Christians. You and 
I, we may hope, feel their force. The sense of these 
things keeps us thoughtful and silent many a time, 
perhaps, when we are hearing a dull or unintelligible 
address. We feel we ought to be attentive, and so 
we make an effort to be so. George Herbert argues 
that if the preacher's discourse entirely lacks interest, 
we must consider that 

" God takes a text, and preacheth patience." 

This is a very valid argument to us, no doubt, but 
it is no argument to a child. 

Nothing in the long run (except fear, which I 
know you would feel to be a very un- 
satisfactory motive) can keep a child's Nothing 

attention fixed, but a sense of real in- but ^ eal interest 
, , . T will get atten- 

terest in the thing you are saying. It tion 

is necessary that he should feel that 

the subject claims attention for itself, not that you 

are claiming attention for the subject. Depend 

upon it, that attention got by threats, by authority, 

or even by promises, or indeed by any external means 

whatever, is not a genuine or effective thing. The 

real attention, such as alone can serve the purpose of 

a Sunday-school teacher, must always be founded 

on the facts that you have got something to say 

which is worth a child's hearing, and that you can 

say it in such a manner that he shall feel it to be 

worth his hearing. 

And of course the first condition to be fulfilled, 

in order to secure this, is, that the teacher's own 

(7) 



48 ART OF SECURING ATTENTION. 

mind shall be (1) accurately and (2) 
F -the TeacteT abundantl y prepared on the subject 
must be pre- which he has to teach. It seems a 
pared. trite thing to say to teachers that they 

should prepare their lessons. Few of 
my readers, I hope, need to be reminded of their duty 
in this respect. But I doubt whether many of us 
see the importance of preparation in its true light. 
Observe, I said a teacher should be accurately pre- 
pared. By this I mean, that there 
Accurately pre- should be no va pr Ue ness or indistinct- 
pared. . . 

ness in his mind about what he is go- 
ing to teach. He should not rely on a general im- 
pression that he comprehends the subject. He must 
have details — facts which he knows how to state 
with exactness; and a degree of nicety and precision 
about his knowledge far greater than he can ever 
hope to impart to the children. 

Again, I said he should be abundantly prepared. 
This means that he should store his 
Abundantly mind beforehand not mer ely with 
prepared. ' . , . , 

what he means to impart, but with a 

great deal more. He does not know what topic 
may grow out of the lesson; he cannot tell what 
questions the children may ask, nor what illustra- 
tions he may find most effective. So he should pro- 
vide himself at all points. He should look at the 
lesson and into the lesson, and all round the lesson, 
before he gives it; gathering together in his mind 
all that can possibly throw light upon it, and become 
useful in his teaching. 

There is another reason for attaching great im- 

(8) 



PREPARATION. 49 

portance to abundant preparation. No man can ever 

teach all he knows on any subject. 

I doubt, indeed, whether he can teach _. . 

, ,„ * , « , T r ,, more than he 

half of what he knows. If you would will teac h. 

be a good teacher, therefore, up to a 
certain point, you yourself should have gone far be- 
yond that point. We must look at any fact we want 
to teach from very different, and perhaps distant, 
points of view, in order to comprehend its true rela- 
tion to other facts. If any teacher just gets up a 
lesson from printed notes, and is only barely pro- 
vided with the knowledge actually required for his 
class, he is sure to fail both in securing attention 
and in getting the subject understood. Children 
will always carry away with them far less than you 
bring. Make up your mind at once to the fact, that 
a large discount or percentage of even a successful 
lesson is always lost in the very act of communicat- 
ing it. Therefore, if you wish children to receive a 
given amount of instruction you must be provided 
with a great deal more. I always notice when a 
man is teaching, that the moment he gets within 
sight of the horizon, and feels that he is approaching 
the limits of his own knowledge, he falters; he be- 
comes embarrassed; he loses confidence in himself; 
the children soon detect his weakness, and the les- 
son loses interest immediately. Now the practical 
inference from this is, Get all the subsidiary and 
illustrative information you can possibly accumulate 
about your lesson before you give it. Anecdotes, 
definitions of hard words, illustrations of Eastern life, 
verses of poetry, parallel texts and allusions, may 

(9) 



50 ART OF SECURING ATTENTION. 

or may not all be needed in the lesson; but at any 
rate, they certainly will be needed by yourself, to 
give due life and vigor to your teaching, and to 
make you feel a confidence in your own resources. 

But the preparation required cannot all be ob- 
tained from books. Valuable as book 
Teacher must knowledge is, it is not the only knowl- 
look around him ed and j t . g certainly not all a Su n- 

and gather , - , , TT . 

means to day-school teacher wants. His prep- 
interest, aration must be going on in the world 
as well as in his study. He must 
watch the incidents of every day, and see what use 
he can make of them in his class. If he has an open 
eye, and that " loving heart " which a great writer 
has called the beginning of all knowledge, he will 
be able to learn a great deal by observation respect- 
ing the nature of childhood, its dangers, its wants, 
and the peculiar teaching which is best suited for it. 
He will constantly be watching incidents and events, 
and treasuring up as much of them as can be 
brought to bear upon his scholars, or is likely to con- 
vey instruction to them. I am afraid some of us do 
not think enough of this. Why, there is not a cir- 
cumstance that happens to any one of us, not an inci- 
dent in our daily life, public or private, not a success 
or a failure, a misfortune or a blessing, which has not 
its own special significance, and is not meant to teach 
us some useful lesson. If we only had eyes to see 
and hearts to receive it, we should perceive that the 
history of each day's experience, even of the hum- 
blest of us, every one of the shifting phenomena of 
our daily life, illustrates some great moral and 

do) 



ADDRESS THE NEEDS OF THE LEARNER. 



5t 



spiritual truth which underlies it, and is meant to 
be recognized and understood by us. Do we hus- 
band the experience of every day ? Do we watch 
the lessons it teaches, the warnings that it brings, 
and do we try to bring it to bear upon our Sunday 
teaching? If we do not we lose a great opportunity 
of usefulness, and throw away one of the main se- 
curities for obtaining attention. 

For, after all, one of the first requisites in good 

teaching is, that it shall address itself _, 

. & . , The teaching 

to the actual experience and neces- must addreS g 

sities of the learner, and not to any itself to the 
imaginary experience or necessities, needs of the 
We cannot fulfill this condition unless learner, 

we make it our business to know what are the real 
dangers and temptations, the weaknesses and the 
wants, of the children whom we have to teach. 

I took a little child to church with me the other 
day, and her remark on coming out was, 
" I don't understand that preacher, he 
doesn't talk like gentlemen in rooms." Now I do 
not suppose that public services can ever, in the nat- 
ure of things, be otherwise than strange and unin- 
telligible to children; but I am sure that the more 
Sunday-school teachers talk like "gentlemen in 
rooms," the better. If there is anything unfamiliar, 
or artificial, or sermonizing in your language or even 
in your tone; if your illustrations are bookish and 
unpractical; if the virtues and the vices you talk 
about are not the actual virtues which it is possible 
for them to practice, and the actual vices into which 
they are likely to fall; if in any way you shoot above 

do 



$2 ART OP SECURING ATTENTION. 

their heads, or betray a want of familiarity with the 
real lives which children lead, your class will cease 
to feel any interest in what you say. 

We may safely say, I think, that ample and accu- 
rate knowledge of the subject, and skill in applying 
it to the case of children, will, in every case, give a 
Sunday-school teacher a right to be heard, and will 
enable him, therefore, without difficulty, to gain the 
ear of his class. But suppose attention is once 
gained in this way, we still have to inquire how it 
may be kept up. 

First, let me mention one or two merely mechan- 
ical devices for maintaining atten- 
eeping up e t j on q^ course these are not the 
attention. ,.,■,", 

highest, but they are sometimes use- 
ful nevertheless. 

For instance, children need change of posture. The 
restlessness which we often complain 

Change the f . children is not a fault; it is a 
posture. . ' . 

constitutional necessity. It is posi- 
tively painful to them to remain in one attitude long. 
We ought to be aware of this ; and occasionally, 
when attention seems to flag, let the whole class 
stand for a short time, or go through some simple 
exercise which requires movement. You will often 
find that in this way your class will be refreshed. 
When the body has had its lawful claims recognized, 
the mind will be more at leisure to devote itself to 
the lessons ; the sense of weariness will disappear, 
and the work of teaching proceed with more cheer- 
fulness. 

I have often seen teachers and children remain 

(12) 



READING IN CONCERT. 53 

sitting during the whole of a long summer after- 
noon, and the teacher wondering at 
the listlessness of his class. But I see 
nothing to wonder at. Indeed, for myself, I know I 
cannot teach with vigor and spirit for long together 
while I am sitting down; and it is hard to expect 
children to be better in this respect than myself. 
Dullness and lassitude begin to creep over the mind, 
and I confess I like to see a teacher stand up, now 
and then, and throw a little life into his lesson, as 
well as occasionally cause his scholars to stand up 
too. 

In a small class, also, attention may very often be 

sustained by causing the children to 

. ., , , . Taking places, 

answer strictly in turn ; by making 

them take places, and by recording the number of 
times the same boy gets to the top. The little emu- 
lation promoted by this plan is favorable to mental 
activity, and often prevents a lesson from becoming 
dull. It requires to be rather skillfully managed, and 
needs a good disciplinarian to conduct it; but I have 
seen the plan used with very great success, and ex- 
cite great interest on the part of the children. It is 
particularly useful in testing the result of your teach- 
ing by questions at the end of each division of the 
subject, as it applies the test with perfect fairness 
and uniformity to every child in the class. 

What is called simultaneous reading may also prove 
a great help in maintaining the in- 
terest and attention, especially of a Readin & m 

' r . J concert, 

younger class. Of course it must not 

be practiced in a crowded school-room, when the 

C«3) 



54 ART OF SECURING ATTENTION. 

noise would disturb other classes, unless you have 
tutored your class to read in a quiet and subdued 
tone (which is a great point in education, and quite 
worth taking some trouble to obtain). But if it can 
be adopted, the plan will occasionally relieve a les- 
son very much. It is always interesting to children 
to do something in concert; and if the teacher has a 
sharp eye and a quick ear, he can easily secure that 
every child shall be thoroughly wakeful and at- 
tentive. 

The exercise may often be well varied in this 

way. The teacher reads a passage 
Other methods. T , . ..- j 

slowly, and with correct tone and em- 
phasis, alone: he then reads it a second time, the 
class joining with him, and reading in unison. He 
then asks them to be silent, and to keep their eyes 
fixed on the book while he reads, and to supply any 
word which he leaves out. Then he reads the pas- 
sage, pausing frequently, and omitting a word to be 
supplied by the children. Lastly, he calls upon one 
and another separately to read the same passage. 
The plan of elliptical reading is one of the best I 
know to stimulate watchfulness and fixed attention 
on the part of the children. I have seen fifty little 
ones together, their eyes fixed intently on the book, 
all eager to pronounce the word omitted by the 
teacher at exactly the right moment. 

There is an indirect method of questioning, too, 

very familiar to you all ; which is 

questing. founded on the same principle, and 
may serve a useful purpose in sustain- 
ing attention. I mean the use of ellipses, as they are 

(14) 



QUICKNESS OF EYE AND EAR. 55 

called. The teacher, instead of finishing the sen- 
tence himself, pauses suddenly, and requires the 
children to finish it for him. Good teachers, espe- 
cially those of infant schools, have long been accus- 
tomed to use this method, and have found it very 
efficacious. Only it must be remembered that it is a 
device which wants very skillful management. The 
word left out of the sentence, which the children 
are expected to supply, should be one which they 
ought to remember, and it should also, in every case, 
be a definite word. There should be no vagueness 
in the teacher's own mind as to what he expects; 
there should be one way, and only one way, in which 
the sentence can be properly finished. The word 
required, moreover, should be one which it requires 
a little effort to recollect; it should not be the mere 
echo of the word just uttered. And it is just as 
necessary in the use of ellipses, as in the practice of 
questioning, to take care that there is no guessing, 
and no merely mechanical utterance of a word to 
which the child attaches no meaning. 

The elliptical method is an admirable device for 
keeping up the attention, especially 

of little children; but it can never be T J lis ' me * h ° d 
' , . only to retain 

made a substitute for good question- attention, 
ing, for the simple reason that it only 
demands a single word, and can never enable you to 
be sure that the learner understands the whole sen- 
tence of which the word forms a part. 

Again, one of the greatest safeguards for the at- 
tention of the class is the cultivation on the teacher's 
part of quickness of eye and ear. It is surprising 

(<s) 



56 ART OF SECURING ATTENTION. 

sometimes to see teachers addressing themselves to 
one part of their class, and apparently 

qmc eye unconscious that another part is list- 
and ear. . / 

less and uninterested. They seem in- 
capable of taking in the whole class at one glance. 
Their eyes move slowly, and they either do not see 
the disorder and trifling which lurks in the corner of 
their class, or they do not care to notice what it 
would give them some little trouble to remedy. 
A person of this kind will never keep up attention, 
nor prove a successful teacher, however well he may 
be provided with knowledge, and however anxious 
he may be to do good. 

What every good teacher greatly needs is a 
quick eye and a comprehensive glance, 
t^hf^l* C which will take in the whole class at 
one view, or travel instantly from one 
part of it to the other. He should be able to detect 
the first rising of disorder, and the first symptom of 
weariness, in an instant, and to apply a remedy to it 
the next instant. It is from want of promptitude in 
noticing the little beginnings of inattention that 
our classes so often get disorderly and tired. I rec- 
ommend every one who wants to be a good teacher, 
therefore, to cultivate in himself the habit of sharp- 
ness and watchfulness. He should so train himself 
that he shall become peculiarly sensitive about the 
little signs of inattention. It ought to make him 
uncomfortable to see one child's eye averted, or one 
proof, however small, that the thoughts of the class 
are straying from the subject. 

The surest way to increase inattention is to seem 

(.6) 



PROMPTITUDE. 



57 



unconscious of it, or to allow it to pass unnoticed. 

I would have every teacher here ask 

himself these questions : " Can I see B * attentive to 

all that is done 
the whole of my class ? Do I stand in the c j ass> 

or sit so that the slightest movement 
or whisper on the part of any single child will 
be apparent to me in a moment ? Do the children 
all know, that whatever happens, I am sure to no- 
tice it ? Do I allow myself to remain at ease dur- 
ing inattention ? Have I got used to it by long 
practice, and become reconciled to it ? or does it 
pain me to discover even a slight proof of it ? Do I, 
in short, make it a practice never to go on with my 
lesson until I have recovered attention?" Unless 
you can answer these questions satisfactorily, you 
will always be plagued with inattention. 

For among the minor characteristics of a success- 
ful teacher, few things are so impor- 
tant as alacrity of movement; prompt- d° mP di U 
itude and readiness both in seeing and 
hearing; skill in finding out, at a moment's notice, 
who is the idlest boy in the class, and in giving him 
a question, or giving him a verse to read, or making 
him stand up at once, before his mind becomes thor- 
oughly alienated from the subject, and before the 
contagion of his example has had time to spread 
among the rest. A sluggish, heavy, inactive look- 
ing teacher can never gain the sympathy of children, 
or keep up their attention long. 

I have called these mechanical methods of sustaining 
attention, because no one of them has anything to 
do with the matter of teaching, or with the treatment 

(17) 



58 ART OF SECURING ATTENTION. 

of the subject; but they are simply external, and 
subordinate contrivances for keeping 
. , f the attention of a class from nagging, 

employment. Of course no one needs, especially in 
a class of elder children, to adopt 
all these methods at once, and the better a teacher 
is, the better able he will be to do without some 
of them; but we all need to keep them in mind some- 
times. 

And I want, before I pass on to the more important 
part of the subject, just to remind you that all I have 
said on this point is founded on two principles: first, 
that the nature of childhood, its physical weakness, 
above all, its restlessness and need for change, should 
be fairly taken into account and provided for by 
a teacher, and not set down as faults, or frowned 
down by authority; and, secondly, that every child 
under a teacher's care should always feel that there 
is something for him to do. Continual employment 
is the great antidote to inattention. I think that, if 
you will keep these principles in view, you will be 
induced to invent many expedients for keeping up 
the vivacity and interest of a class besides those 
which I have named. 

Closely allied to what I have called mechanical 

methods is one which, however, needs 
Recapitulation . , ,,. , .' . 

. j . some intelligence to put it in opera- 

tion. I mean the practice of recapitu- 
lation, by diligent and thorough interrogation, not 
only at the end of the whole lesson, but also at the 
end of each separate division of it. This is of great 
importance in sustaining the interest of a class. 

(18) 



HOW RECAPITULATION HELPS. 59 

Children are not likely to take much pains in receiv- 
ing and remembering a lesson, unless they know that 
their memory is sure to be tested; and that, how- 
ever many facts or truths you teach, you are sure to 
wish to hear of them again. Every lesson should be 
planned out in the teacher's own mind so as to con- 
sist of two or three distinct portions. I do not mean 
that he should talk about " firstly, secondly, and 
thirdly" to his class, or make any needless display of 
the skeleton or framework of his lesson; but a clear 
logical division of the subject into two or three por- 
tions is indispensable to the teacher himself; and at 
the end of each of these he should go over the 
ground thoroughly, and challenge the children to 
give him back all he has taught. 

When boys become habituated to this they learn 
to expect it as a matter of course, and 

are therefore induced to prepare for H ° w re £ a P itula - 

^ . ^ tion helps, 

it by much closer attention than 

would otherwise seem necessary to them. I always 
made it a practice, in my own class, at a Sunday- 
school, not only to recapitulate the lesson just taught, 
but also to spend the first ten minutes of every Sun- 
day afternoon in giving a few questions on the les- 
sons of the preceding Sunday. I kept a record of 
those who answered best, and rewarded them by an 
extra mark or ticket. With elder boys, also, I 
always required the substance of last Sunday's lesson 
to be written down on paper in the course of the 
week, and brought to me each Sunday. One con- 
sequence of this was, that some of the boys brought 
note books with them, and at any rate far closer at- 

(19) 



60 ART OF SECURING ATTENTION. 

tention was paid to my teaching than before. Of 
course, this plan involves the necessity of some sys- 
tem and method, and of some little trouble too; for 
all the papers require to be taken home and read by 
the teacher. 

But of one thing we may be quite sure: no one of 
us, child or man, ever takes pains to 

grasp a subject, or fasten it in our 
reason. & ^ J ' • . 

memories, unless we expect in some 

way to find a use for it hereafter. So, if we wish to 

get a real effort of attention from children, we must 

do it by leading them to expect that their knowledge 

will be asked for again, by showing them that when 

we have once taught a thing we do not forget it, but 

are sure to return to it; it may be half an hour 

hence, or it may be a week hence, but at any rate 

certainly and systematically. 

One of the most efficient means of kindling the 
interest and chaining the attention of 

Illustration children, is the power of using good 

.. .. and striking illustrations. The best 

attention. & 

teachers are always those who, in addi- 
tion to a knowledge of their subject, and the other 
qualifications which are necessary, possess also what 
may be called pictorial power. By this I mean the 
power of describing scenes and incidents so that 
they shall appear to a child's imagination as if they 
were really present to him. 

Now, we must always remember that the imagina- 
. tion is a very active faculty in a child. 

It is developed far earlier, in the life 
of all of us, than the judgment and those reasoning 

(ao) 



EFFECTS OF ILLUSTRATIONS. 6l 

powers which we are generally so anxious to culti- 
vate. Every teacher, therefore, should know how to 
address himself to this faculty, and should be able 
to gratify that love of description which is so nat- 
ural to a child. Now, how many of us are there, I 
should like to know, who can tell a story well, or 
who can so describe a thing which we have seen that 
those who hear our description shall think they can 
almost see it too ? Yet a man is never a perfect 
teacher until he can do this; and no appeals to the 
reason and the conscience, and the feelings of a child, 
will be so effective as they might be unless we can 
also appeal to his imagination. 

Need I remind you how constantly this is recog- 
nized in the word of God; how con- 
tinually the Bible writers, and espe- 
cially the great Teacher himself, condescended to 
the weakness of man in this respect, and addressed 
their teachings not to the understanding directly, 
but indirectly, through the medium of the senses 
and the imagination ? What else is the meaning of 
our Lord's parables ? What else are those glowing 
Eastern metaphors, sparkling like rich gems over the 
whole surface of the Bible, but helps to the compre- 
hension of great truths, optical instruments, so to 
speak, through which our dim eyes might behold 
doctrines and principles, and deep lessons, which 
otherwise they could not have perceived ? 

Now, it is almost unnecessary to say much as to 

the power of exciting attention which 

a teacher possesses who is able to use T11 * ct j? ° 

. ,, , , Illustrations, 

good illustrations. We all know what 



62 ART OF SECURING ATTENTION. 

an advantage such a teacher has over others. We 
have all observed, when a scene is picturesquely de- 
scribed, or a striking illustration brought forward, 
or a story told, how the faces of the children have 
lighted up with interest, and their eyes have been 
fixed upon the speaker. But, perhaps, while we all 
acknowledge the attractiveness of pictorial teaching, 
we have not all duly considered its usefulness, nor 
the reasons which give it its peculiar force and value. 

Let us look for a moment at an example or two. 
When we read in the Psalms the words, "The Lord 
God is a sun and shield," we know, and every child 
knows, that the words are not literally true, but must 
be thought of a little before they can be understood. 
So we say to ourselves, " What does this mean ? The 
sun is the great source of light and cheerfulness, 
and a shield is something with which soldiers defend 
themselves in battle. Therefore, this must mean that 
God's presence and favor make a man glad and 
happy, and at the same time shelter him from dan- 
ger." Suppose all this has passed through our 
minds, we have got the knowledge of a great truth 
in a somewhat indirect way, it is true; but we are 
far more likely to be impressed by it, and to remem- 
ber it, than if the literal fact had been conveyed to 
us in plain language. 

And why so ? Because we have had a share in 
finding out the truth for ourselves; 
because the mind was not called upon 
passively to receive a truth in the form of direct 
statement, but to exert itself a little, first in inter- 
preting a metaphor, and, secondly, in drawing a con- 

(88) 



INDIRECT TEACHING. 63 

elusion from it. We are always far more interested 
by what we have had a hand in winning for our- 
selves, than by what is merely communicated to us 
as a favor, or enforced on us by authority. 

Which of us has not a deeper feeling of the Sav- 
iour's tenderness and compassion, after 
reading the parable of the Good Shep- ° e exa p e 
herd, than we could ever have had otherwise ? When 
we read, "The name of the Lord is a strong tower: 
the righteous runneth into it, and is safe"; or, "As 
the mountains are round about Jerusalem, so the Lord 
is round about his people"; "As the hart panteth 
after the water brooks, so panteth my soul after thee, 
O God"; or, when we come upon that glorious de- 
scription, in the Apocalypse, of " a city which hath 
no need of the sun, neither of the moon to shine in 
it, for the Lord God doth lighten it, and the Lamb 
is the light thereof," we are conscious that, over and 
above the value of the truths thus imparted, we re- 
ceive a certain gratification from the form in which 
the truth is presented, and are pleased to have had 
something given us which we have been able to in- 
terpret for ourselves. 

Consider, again, in regard to the lessons which lie 

hid in allegories and stories, that we 

often receive them far more effectively Indirect teach- 

into our minds for the very reason mg gets the 
., ., . ,. , , . attention better 

that they are indirect, and do not at than direct 

first seem to apply to ourselves. If 

we obtrude our moral teaching too early, or if we 

begin by telling the children that we hope they will 

learn a useful lesson from what we are going to say, 

(23) 



04 ART 0F SECURING ATTENTION. 

children fancy that we are preaching, and are per- 
haps indisposed to listen. But if we take care that 
the religious truth, or the rule of conduct, which we 
wish to enforce, seems spontaneously to grow out of 
the lesson, and keeps its place as an inference to be 
gathered from the story we are telling, it is far more 
likely to be efficacious. 

When Nathan was commissioned to reprove David, 

„ , you know that if he had gone at once, 

Examples. J , , . . . , , «■ , 

and taxed him with the onense, and 

said, " You have committed a great sin, and I am 
come to rebuke you," David would probably have 
been prepared with some answer. That was a form 
of accusation which he very likely anticipated, and 
we do not doubt he had so armed himself with pleas 
of self-justification, and so skillfully "managed " his 
conscience, that the charge would scarcely have im- 
pressed him at all. But, instead of this, the prophet 
began to tell him a narrative: "There were two men 
in one city, the one rich, and the other poor." He 
went on further, as you know, detailing the various 
incidents of his story, until "David's anger was 
greatly kindled against the man," and he exclaimed, 
"As the Lord liveth, the man that hath done this 
thing shall surely die." Not till the solemn words, 
"Thou art the man!" had been uttered in his hear- 
ing, did the conviction come thoroughly home to his 
heart that he was really guilty. Now, why was it 
that Nathan's method was so effective ? Because 
David had listened with interest to the story without 
supposing that it concerned him. His judgment was 
clear and unbiased, and he came to the right conclu- 



ILLUSTRATION A POWERFUL MEANS. 65 

sion before he perceived that the conclusion applied 
to himself. How much deeper and more permanent 
was the impression thus made than if the prophet 
had confined himself to a plain literal examination 
of the right and wrong of David's own case. 

And we may see the same thing illustrated in our 
Lord's parables constantly, that they 
not only chain the attention of the xam P es. 

listener by their pictorial character, but they set him 
thinking for himself, and drawing inferences about 
truths of the highest value almost without being 
aware of it. The most effective lessons which enter 
the human heart are not those which take the form 
of lessons. It is when we are least conscious of the 
process by which we are impressed that we are im- 
pressed most deeply. And it is for this reason, if for 
no other, that the indirect teaching which is wrapped 
up in stories and metaphors often secures more atten- 
tion than teaching of a more direct and didactic kind. 

But it is very likely that some of you may be dis- 
posed to answer, "Yes, I know that 

teaching, when well illustrated by sto- A11 a £ ree that 

j t, £ ... illustration is a 

nes and parables, is far more interest- , . 

r ' powerful means, 

ing to children than if it is full of dry 

statements; but then the power to choose such illus- 
trations wisely, and to make a good use of them, is, 
after all, a very rare power, and a very difficult one 
to acquire. I do not possess it, and I do not know 
how to get it. Besides, the creative genius which 
can invent skillful illustrations is a special gift. It 
is rather the attribute of a poet than a teacher. I 
must learn to do without it." Now, I cannot help 

(35) 



66 ART OF SECURING ATTENTION. 

sympathizing with any one who speaks thus, but 1 
should like to encourage him a little nevertheless. 
We may all improve ourselves a great deal in this 

respect if we try. (i) Suppose we en- 
How teachers d eavor to remember carefully things 
may imprc e in w j 1 j c j 1 we h ave seen anc l to describe 
this power. ' 

them afterward. (2) Suppose we prac- 
tice ourselves a little more than we do in the art of 
telling a story. (3) Suppose, when we have read of 
a circumstance, or met with one which has interested 
us, we sit down and try to reproduce it in our own 
language in writing. (4) Suppose we watch care- 
fully the sort of illustration and metaphor which ex- 
cites our own attention, and then carefully husband 
it in our memories, with a view to making use of it 
in our classes. (5) Suppose, when we are going to 
give a lesson on some Bible narrative, we study all 
its details and all its surrounding circumstances so 
well, that we can almost realize the picture of it to 
ourselves. (6) Suppose, in short, we always keep in 
view the necessity of rendering our teaching more 
vivid, and are always on the watch for material by 
which it may be made more so ; I believe that we 
shall make a step in the right direction at least. Any 
man whose heart is in his work may do all this, and 
may become a very interesting teacher without being 
a poet, and without possessing any peculiar natural 
gifts. 

If you go to the sea-side, and hear the rolling of 

the waves, or if you stand on a hill in 

s ~ view of some fair landscape, which 
gestions. 1 ' 

the summer sun lights up with un- 
(26) 



AVOID ROUTINE. 6j 

usual glory, try to retain your impressions, and see 
how far you are able to convey the picture of the 
scene to others. If you want to give a lesson on St. 
Paul's preaching at Athens, try to find out what it 
was that the apostle could see as he stood on Mars 
Hill, with the temples of Minerva and of Theseus 
near him; with an eager inquisitive crowd throng- 
ing round his feet; with the altar, and its mysterious 
inscription, " To the unknown God," just in sight; 
and with the blue waters of the Piraeus spreading out 
beyond. And if you will do this; and if, meanwhile, 
you take care that your love of illustration never be- 
trays you into levity or trifling; that you never tell 
stories for the sake of telling stories, but always for 
the sake of some valuable lesson which the story 
illustrates, I cannot doubt that, by God's blessing, 
you will become possessed, not only of one of the 
best instruments for keeping up the attention of lit- 
tle children, but also of a key which will unlock 
their heart. 

Another hint, which it seems to me is sometimes 

needed most by those who are the 

, , . . u . ^ , ... . Avoid routine. 

best teachers, is this: Do not get into 

a stereotyped routine method of giving lessons. You 
will often, at conventions, hear a good model lesson; 
you will admire its style and its method; you will 
think it, perhaps, the best lesson you ever heard. 
But do not suppose that is a reason for imitating its 
method precisely next Sunday, and for casting all 
your lessons into the same mould. Different sub- 
jects admit of and require great diversity of treat- 
ment; and even if they did not, it would still be 

to) 



68 ART OF SECURING ATTENTION. 

necessary to vary your mode of teaching constantly, 
for the sake of sustaining and keeping alive the in- 
terest of your class. Illustration, such as I have 
spoken of just now, is not always equally desirable, 
the lesson will not always fall into the same number 
of divisions; questions must not always be given in 
the same proportion, or at the same times. Almost 
every lesson does in fact demand a different treat- 
ment; and though there may be some one course 
which, on the whole, we have reason to prefer, we 
should not confine ourselves to it, but look into the 
nature of each subject when we are preparing it, and 
determine what is the best form in which it is likely 
to present itself to the mind. Besides, the method 
which is best for one teacher is not always the best 
for another; and no teacher is worth much who does 
not exercise a little originality and independence in 
the construction of those methods which are best 
suited to his special circumstances, and to what he 
knows to be the character of the children who com- 
pose his class. At any rate, remember that uniform 
methods have a tendency to destroy interest, and 
that prompt attention can only be kept up by vary- 
ing our plans as occasion may require. 

Again, it is very desirable that there should be a 
cohe?'ence and tmity about the lessons of 

Strive or eac j l g unc j a y so t h at t h e p assa pr e 
coherence and / ' , , r & 

unit learned by heart, and the hymns to 

in teaching. be repeated, shall all have reference 
to the main subject of the day's les- 
son, and be in harmony with it. If possible, also, the 
lesson of each week should often be continuous, so 

(28) 



COHERENCE AND UNITY. ■ 69 

that a particular portion of the word of God shall 
be thoroughly and exhaustively examined. By this 
means attention may often be concentrated upon a 
certain book or narrative for a succession of lessons, 
and the interest in these lessons may be kept up. We 
must beware of dissipating the attention of children, 
by leading them too hastily from one subject to an- 
other, or by giving them too many lessons which 
seem to have no mutual connection. This point is 
secured by the published lessons of the Sunday- 
school Union; but it is of very great importance 
whatever lessons are used. 

Take a Bible class for elder scholars, for example. 
A youth, who has had his mind 
chained down for a series of lessons xam P e 

to the investigation of one portion, however small, 
of the word of God; who has examined it thor- 
oughly; learned texts and verses of hymns which 
throw light upon it, or embody its truths; who has 
had all its hard words explained; has received much 
illustrative information about it; has been directed 
to the passages in library books which may be help- 
ful in comprehending it, will never forget it as long 
as he lives. He will have a high standard in his 
mind as to the way in which Scripture should be 
studied. He will have a sort of fixed center of 
knowledge, round which much of his future knowl- 
edge will cluster and arrange itself, and he will cer- 
tainly be more likely to pay attention to the teaching 
when he sees that there is a purpose and a unity 
about it, than when he feels it to be desultory and 
unconnected, and knows that if he misses one por- 

(29) 



JO ART OF SECURING ATTENTION. 

tion, the loss will not affect his knowledge of the 

rest. 

But one of the main safeguards of attention, after 

all, is to determine that whatever you 
Determine that . %. -n ^ i 

, fc . . , teach, you will not sro on unless you 

what is learned ' J 9 i 

shall be well carry the whole class with you. Very 
learned. often we set down in our minds ex- 
actly what is the area which the lesson 
is to cover, and how much we mean to teach. We 
then go into the class, and find perhaps that we are 
not getting on so fast as we expected. So we push 
on hastily, in order that the plan on which we deter- 
mined shall be carried out. Meanwhile, attention has 
flagged; stumbling-blocks have revealed themselves 
which we have not had time to remove, and we dis- 
cover at the end that only one or two have kept pace 
with us. Now, it is far better to do a little thor- 
oughly than to do a great deal superficially and un- 
soundly. We all know that. So it is far better to 
give half our intended lesson than the whole, if only 
the half could be well understood. We do not come 
to the Sunday-school so much that we may give les- 
sons, as that the children may receive them, (i) Let 
us determine, therefore, that, however little we teach, 
the whole of that little shall be learned. (2) Let us 
stop and recapitulate very often, especially if the 
class seems languid and indifferent; let us think no 
time lost which is spent in satisfying ourselves that 
what has been said is understood, and that we are 
making sure of our ground as we are going on. (3) 
Let us pause whenever necessary, and put questions, 
especially to the least attentive members of the class. 

(30) 



THE TEACHER S INFLUENCE. J\ 

(4) And let us determine at every step to secure that 

the whole of the children are advancing with us. 

It is wonderful to see how often really intelligent 

and valuable teachers seem to forget 

this. They take for granted that , Things 

, . . often forgotten 

what is so clear to them, and what is by teaC hers. 

evidently so plain to one or two, is 
therefore communicated to the whole of their pupils, 
whereas they ought to have evidence step by step of 
the fact. They should remember that attention once 
lost is a difficult thing to recover, and they should 
therefore be careful not to lose it. I am sure that 
more of us lose attention by going on too fast, and 
by attempting to teach too much, than we are in- 
clined to believe. The best teacher is he who is 
never afraid of the drudgery of repeating, and going 
back> and questioning in many different forms, and 
who is content to move slowly, if only he can make 
the dullest member of the class move with him. 

After all, it is by the dull boy that you should 
measure your own progress in a les- 
son; not by the quick one. Move 
with the worst learner, not with the best, and then 
your pace will be sure at least, even though it be not 
very rapid. 

And now I wish to remind you of two or three 
things worth remembering about at- 
tention. The first is, that it is an act of en lon , * 
' J measure of the 

the will. It is the one of all the mental teacher's in- 
faculties which is most under our fluence. 
own control. We can all be attentive, 
or at least more attentive than we are, if we wish to 



1* 



ART OF SECURING ATTENTION. 



be so. The degree of attention we pay, therefore, 
depends on our own disposition to attend. This 
shows us that the matter, after all, is very largely one 
of discipline, and that, all other things being equal, 
that teacher will win most attention who has most 
personal influence, and who is looked up to with the 
greatest respect. Is there any one of you whom the 
children are accustomed to treat with disrespect ? 
Do any of you find your commands disobeyed, and 
your look of anger disregarded ? Depend upon it, 
if this be the case, that the disposition to attend 
to your teaching will not exist, and that you are 
sure to have trouble in your class. Depend upon it, 
also, that there is something in your own conduct, 
or manner, or character, which does not entitle you 
to be looked up to as you ought to be. Ask your- 
self, in that case, whether your own behavior is uni- 
form and dignified; whether you ever give com- 
mands without seeing that they are obeyed; whether 
you waste your words or your influence in an injudi- 
cious way; whether there is anything in your con- 
duct that reveals to the children a want of punctu- 
ality, or of earnestness, or of steadiness on your part. 
For children are very keen observers of character, 
and in the long run are sure to feel loyalty and 
affection for one who is manifestly anxious to do 
them good, and who can be uniformly relied on in 
word and deed. There can be no thorough atten- 
tion unless you accustom yourself to have perfect 
order, and therefore every step you can take to se- 
cure better discipline, and to gain more influence 
over the minds of the children, will indirectly tell 

(32) 



ATTENTION A MENTAL POWER. 73 

upon the degree of attention you will obtain in 
teaching. 

Nor must we forget that attention is a habit, and 
subject to the same laws which regu- 
late all other habits. Every act we Atte * tion a 

* . mental power 

perform to-day becomes all the easier that m be 

to perform to-morrow, simply because strengthened, 
we have performed it to-day. And 
every duty we neglect to perform to-day becomes 
harder to perform to-morrow, and harder still the 
next day. Every faculty and power we possess is 
daily becoming either stronger or weaker; we cannot 
stand still, and our characters are becoming hard- 
ened and stereotyped every day, whether we wish 
or not; hardened, too, we must recollect, not ac- 
cording to what we think, or to what we wish to be, 
but according to what we do. Therefore, every time 
we listen languidly to an address, or read a book 
carelessly, the habit of inattention becomes strength- 
ened, and it becomes less and less possible for us 
ever to become clear thinkers or steady reasoners. 
On the other hand, suppose we determine to make 
a great effort, and resolutely bind down our whole 
thoughts to a subject; the next time we wish to do 
the same thing, the effort required will be less pain- 
ful, the third time less painful still, until at length 
the habit of attention will grow on us, and will be- 
come easy and pleasant to us. 

What is the practical inference to be drawn from 
these simple truths ? Why, that in 
all we do in schools, the habit of strict 
attention to rules should be cultivated, in little 

(33) 



74 



ART OF SECURING ATTENTION. 



things as well as in great. If a boy is allowed to be 
unpunctual, to miscall words without being com- 
pelled to go back and correct himself, to read how 
he likes, to answer when he likes, to sit down when 
he is told to stand, to repeat tasks inaccurately, and 
to give a half-hearted attention to the minor rules 
of the school, of course he will give half-hearted 
attention to the teaching. It would be wonderful if 
he did not. The habit of inattention is strength- 
ened in little things, and necessarily shows itself in 
great. Do not, therefore, think lightly of the minor 
acts by which obedience, and promptitude, and 
close watchfulness can be cultivated. See that these 
minor acts are done well, and you will find that in 
this way the habit of listening attentively to your 
teaching will be confirmed. 

And, besides this, it is necessary to recollect that 
Sunday-school teachers, like all other 

LC ^ teachers, have a great deal to do with 
can strengthen ' . - , . „ t . , . 

the mental tne formation of the intellectual habits 
powers. which will cling to their pupils for the 
rest of their lives. Of course, apart 
from the primary and immediate object of impart- 
ing religious instruction, we ought all to feel some 
interest in the sort of mental character which our 
little scholars are acquiring during their intercourse 
with us. We must look forward to the time when 
the children will be men and women, and consider 
what sort of men and women we would have them 
to be. We cannot help desiring that when hereafter 
they read a book, they shall read seriously; that 
when they hear a sermon they shall not bring pre- 

(34) 



EFFECT OF FAILING. 75 

occupied or wandering minds to what they hear; 
that as they move along in life they shall not be un- 
observant triflers, gazing in helpless vacancy on the 
mere surface of things, but shall be able to fix their 
eyes and their hearts steadily on all the sources of 
instruction which may be open to them. If they are 
ever to do this, it is necessary that they should have 
acquired in youth the power of concentrating their 
attention. 

This power is the one qualification which so often 
constitutes the main difference be- 
tween the wise and the foolish, the Attention 

. , . . . , an important 

successful and the unsuccessful, man. power 

Attention is the one habit of the 
human mind which, perhaps more than any other, 
forms a safeguard for intellectual progress, and even, 
under the divine blessing, for moral purity. Now, 
every time a child comes into your class, this habit 
is either strengthened or weakened. Something is 
sure to be done, while the children are with you, 
either to make them better or worse in this respect 
for the whole of their future lives. If you claim and 
secure perfect obedience ; if, without being severe, 
you can be strict enough to enforce diligent atten- 
tion to all you say, you are attaining another impor- 
tant end besides that which is usually contemplated 
by Sunday-school work, for you are developing the 
intellectual vigor of your scholar, and familiarizing 
him with a sort of effort which will be of immense 
use to him hereafter. 

But every time you permit disorder, trifling, or 
wandering, you are helping to lower and vitiate the 

(35) 



j6 ART OF SECURING ATTENTION. 

mental character of your pupils. You are encourag- 
ing them in a bad habit. You are, in 
Effect of failing f t doi somethinQ . t0 pre vent them 
to develop at- ' 6 ■ *u w i a 

tention. from ever becoming thoughtful read- 
ers, diligent observers, and earnest 
listeners, as long as they live. 

We are, I hope, brought by these reflections with- 
in sight of the one great rule on which 

The great rule mere ly all attention, but all true 

for the teacher. . J ' 

success in teaching, depends. Try to 

feel with the children, to understand their natures, and 
to discern what is going on in their minds. Do not 
half the faults of our teaching arise from a want of 
thorough acquaintance with the little ones, and a 
want of true insight into their mental and moral 
nature ? • Does not this lie at the root of much of the 
inattention of which we complain ? The truth is, 
that a good teacher ought not only to possess that 
sympathy which makes him feel for a child, and love 
him, and try to do him good ; but the sympathy 
which feels with him, which makes due allowance 
for his imperfectly developed nature, and which 
thoroughly comprehends his character and wants. 

Some of you who hear me are young teachers, and 
it is not so long ago that you were learners. Per- 
haps you have not forgotten how you felt then, and 
what sort of things interested and affected you ; how 
knowledge looked when it was first presented to your 
view, and what was the kind of teaching which best 
secured an entrance for that knowledge into the re- 
cesses of your minds. If you have nearly forgotten 
these things, strive with all your might to recall 

(36) 



MAN S INTELLECT BUT CHILD S HEART. 77 

them. As you grow in knowledge, in thoughtful- 

ness and experience, take diligent care not to lose 

the remembrance of what you were years ago. 

He is always the wisest teacher who can combine 

the man's intellect and the child's 

heart ; who contrives to keep fresh in Have the 
u- A i 1 1 j r , . 1 man's intellect 

his memory the knowledge of what he and the child > s 

once was, and what a child's wants, heart, 

and a child's likes and dislikes, and a 
child's infirmities really are. We are sometimes so 
glad to find ourselves men, that we take a pleasure 
in casting off the traditions, and the habits, and the 
thoughts of childhood. But a really earnest and 
loving Christian teacher will esteem every recol- 
lection very precious which helps him better to 
understand the nature of the being on whose heart 
he is going to work ; he will be very careful not to 
set up a man's standard to measure a child by ; he 
will always ask himself, when preparing or giving a 
lesson, not, "What will it seem proper for me to 
say?" but, "What is the thing best adapted for 
these children to hear?" He will cultivate an in- 
timate acquaintance with childhood, and all its 
little whims and follies. He will ask God daily to 
enlarge his own heart, and to make him sympathize 
with every form of childish weakness, except sin ; 
and he will lay to heart the secret meaning of the 
solemn warning which our Saviour addressed to his 
disciples: "Take heed that ye despise not one of 
these little ones." I think that such a teacher will 
not want any one to give him rules for sustaining 
the interest of his class, because he will have got 



78 ART OF SECURING ATTENTION. 

hold of the principle which will enable him to devise 
rules for himself. Such a teacher will be sure to win 
attention, and when he has won it will be likely to 
keep it. 



0» 



Books for Teachers. 



••INDUSTRIAL- 
EDUCATION; 



Loves Industrial Education. 

Industrial Education ; a guide to Manual Training. By 
Samuel G. Love, principal of the Jamestown, (N. Y.) 
public schools. Cloth, 12mo, 330 pp. with 40 full-page 
plates containing nearly 400 figures. Price, $1.75 ; to 
teachers, $1.40 ; by mail, 12 cents extra. 
1. Industrial Education not understood. Probably the only 
man who has wrought out the problem in a practical way is 

Samuel G. Love, the superin- 
tendent of the Jamestown (N. 
Y.) schools. Mr. Love has now 
about 2,400 children in the 
primary, advanced, and high 
schools under his charge ; he 
is assisted by fifty teachers, so 
that an admirable opportunity 
was offered. In 1874 (about 
fourteen years ago) Mr. Love 
began his experiment ; gradu- 
ally he introduced one occu- 
pation, and then another, until 
at last nearly all the pupils are 
following some form of educat- 
ing work. 

2. Why it is demanded. The 
reasons for introducing it are 
clearly stated by Mr. Love. It 
was done because the educa- 
tion of the books left the pu, 
pils unfitted to meet the prac-. 
tical problems the world asks them to solve. The world does 
not have a field ready for the student in book-lore. The state- 
ments of Mr. Love should be carefully read. 

3. It is an educational book. Any one can give some 
formal work to girls and boys. What has been needed has 
been some one who could find out what is suited to the little 
child who is in the " First Reader," to the one who is in the 
"Second Reader," and so on. It must be remembered the 
effort is not to make carpenters, and type-setters, and dress- 
makers of boys and girls, but to educate them by these occupa- 
tions better than ivithout them. 




5LOVE 3 



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4. It tells the teacher just what to do. Every teacher should 
put some form of Manual Training into his school. At pres- 
ent the only ones are Gymnastics, Writing, and Drawing. 
But there are, it is estimated, more than thirty forms of 
Industrial Work that may be made educative. The teacher 
who studies this book will want to try some of these forms. 
He will find light on the subject. 

5. It must be noted that a demand now exists for men and 
women to give Industrial Training. Those teachers who are 
wise will begin now to study this important subject. The 
city of New York has decided to introduce it into its schools, 
where 140,000 pupils are gathered. It is a mighty undertak- 
ing, but it will succeed. The people see the need of a differ- 
ent education than that given by the books. Book education 
is faulty, partial, incomplete. But where are the men and 
women to come from who can give instruction ? Those who 
read this book and set to work to introduce its methods into 
their schools will be fitting themselves for higher positions. 

The Lutheran Observer says :— " This volume on Manual Teaching 
ought to be speedily introduced into all the public schools. It is admir- 
ably adapted for its purpose and we recommend it to teachers every- 
where." 

The Nashville American says :— " This is a practical volume. It 
embodies the results of many years of trial in a search after those 
occupations that will educate in the true sense of the word. It is not a 
work dealing in theories or abstractions, but in methods and details, 
such as will help the teacher or parent selecting occupations for chil- 
dren." 

West Virginia School Journal,— "It shows what can be done by a 
resolute and spirited teacher." 

Burlington Free Press.—" An excellent hand book." 

Prin. Sherman Williams, Glens Falls, N. Y— "I am sure it will 
greatly aid the solution of this difficult problem." 

Prof. Edward Brooks, Late Principal Millersburg, (Pa.) Normal 
School.—" It is a much needed work ; is the best book I have seen." 

Supt. S. T. Dutton, New Haven.—" The book is proof that some 
practical results have been reached and is full of promise for the 
future. 

Supt. John E. Bodley, Minneapolis.— "I know of no one more com- 
petent to tell other superintendents and teachers how to introduce Man- 
ual Training than Prof. Love." 

Oil City Blizzard.—" The system he has marked out must be a good 
one, or he would never have allowed it to go out." 

Buffalo Times.—" Teachers are looking into this subject and this will 
help them." 

Boston Advertiser.— " A plain unvarnished explanation." 

Jamestown, N. Y. Evening Journal.- "In the hands of an intelligent 
teacher cannot fail to yield satisfactor.v results." 



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Curries Early Education. 

" The Principles and Practice of Early and Infant School 
Education." By James Currie, A. M., Prin. Church of 
Scotland Training College, Edinburgh. Author of 
" Common School Education," etc. With an introduction 
by Clarence E. Meleney, A. M., Supt. Schools, Paterson, 
N. J. Bound in blue cloth, gold, 16mo, 290 pp. Price, 
$1.25 ; to teacliers, $i.oo ; by mail, 8 cents extra. 

WHY THIS BOOK IS VALUABLE. 

1. Pestalozzi gave New England its educational supremacy. 
The Pestalozzian wave struck this country more than forty 

years ago, and produced- a mighty shock. It set New Eng- 
land to thinking. Horace Mann became eloquent to help on 
the change, and went up and down Massachusetts, urging in 
earnest tones the change proposed by the Swiss educator. 
What gave New England its educational supremacy was its 
reception of Pestalozzi's doctrines. Page, Philbrick, Barnard 
were all his disciples. 

2. It is the work of one of the best expounders of Pes- 
talozzi. 

Forty years ago there was an upheaval in education. Pes- 
talozzi's words were acting like yeast upon educators ; thou- 
sands had been to visit his schools at Yverdun, and on their 
return to their own lands had reported the wonderful scenes 
they had witnessed. Eev. James Currie comprehended the 
movement, and sought to introduce it. Grasping the ideas of 
this great teacher, he spread them in Scotland ; but that 
country was not elastic and receptive. Still, Mr. Currie's 
presentation of them wrought a great change, and he is to be 
reckoned as the most powerful exponent of the new ideas in 
Scotland. Hence this book, which contains them, must be 
considered as a treasure by the educator. 

3. This volume is really a Manual of Principles of Teaching. 
It exhibits enough of the principles to make the teacher 

intelligent in her practice. Most manuals give details, but no 
foundation principles. The first part lays a psychological 
basis — the only one there is for the teacher ; and this is done 
in a simple and concise way. He declares emphatically that 
teaching cannot be learned empirically. That is, that one can- 
not watch a teacher and see how he does it, and then, imitat- 
ing, claim to be a teacher. The principles must be learned. 

4. It is a Manual of Practice in Teaching. 



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It discusses the subjects of Number, Object Lessons, Color, 
Form, Geography, Singing, and Eeading in a most intelligent 
manner. There is a world of valuable suggestions here for 
the teacher. 

5. It points out the characteristics of Lesson-Giving — or 
Good Teaching. 

The language of the teacher, the tone of voice, the question- 
ing needed, the sympathy with the class, the cheerfulness 
needed, the patience, the self-possession, the animation, the 
decorum, the discipline, are all discussed, This latter term is 
denned, and it needs to be, for most teachers use it to cover 
all reasons for doing — it is for " discipline " they do every- 
thing. 

6. It discusses the motives to be used in teaching. 

Any one who can throw light here will be listened to ; Mr. 
Currie has done this admirably. He puts (1) Activity, (2) 
Love, (3) Social Relation, as the three main motives. Rewards 
and Punishments, Bribery, etc., are here well treated. The 
author was evidently a man " ahead of his times :" every- 
where we see the spirit of a humane man ; he is a lover of 
children, a student of childhood, a deep thinker on subjects 
that seem very easy to the pretentious pedagogue. 

7. The book has an admirable introduction, 

By Supt. Meleney, of Paterson, N. J., a disciple of the New 
Education, and one of the most promising of the new style of 
educators that are coming to the front in these days. Taking 
it all together, it is a volume that well deserves wonderful 
popularity. 

Adopted by the Chautauqua Teachers' Reading Union. 

Philadelphia Teacher.— " It is a volume that every primary teacher 
should study." 

Boston Common School Education.—" It -will prove a great boon to 
thousands of earnest teachers." 

Virginia Educational Journal.—" Mr. Currie has long been esteemed 
by educators." 

Central School Journal.— " Books like this cannot but hasten the 
day for a better valuation of childhood." 

North Carolina School Teacher.— "An interesting and timely book." 



FOR READING CIRCLES. 

" Payne's Lectures" is pre-eminently the book for Reading 
Circles. It has already been adopted by the New York, Ohio, 
Philadelphia, New Jersey, Illinois, Colorado, and Chautauqua 
Circles, besides many in counties and cities. Remember that 
our edition is far superior to any other published. 



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Shaw's ^[ational Question Book 

" The National Question Book." A graded course of study 
for those preparing to teach. By Edward R. Shaw, Prin- 
cipal of the High School, Yonkers, N. Y.; author of 
" School Devices," etc. Bound in durable English buckram 
cloth, with beautiful side-stamp. 12mo, 350 pp. Price, 
$1.50 ; net to teachers, postpaid. 

This work contains 6,000 Questions and Answers on 22 
Different Branches of Study. 

ITS DISTINGUISHING FEATURES. 

1. It aims to make the teacher a better teacher. 

"How to Make Teaching a Profession" has challenged the 
attention of the wisest teacher. It is plain that to accomplish 
this the teacher must pass from the stage of a knowledge of 
the rudiments, to the stage of somewhat extensive acquire- 
ment. There are steps in this movement ; if a teacher will 
take the first and see what the next is, he will probably go on 
to the next, and so on. One of the reasons why there has 
been no movement forward by those who have made this first 
step, is that there was nothing marked out as a second step. 

2. This book will show the teacher how to go forward. 

In the preface the course of 

study usually pursued in our 
best normal schools is given. 
This proposes four grades ; 
third, second, first, and profes- 
sional. Then, questions are 
given appropriate for each of 
these grades. Answers follow 
each section. A teacher will 
use the book somewhat as fol- 
lows : — If he is in the third 
grade he will put the questions 
found in this book concerning 
numbers, geography, history, 
grammar, orthography, and 
theory and practice of teaching 
to himself and get out the 
answer. Having done this he 
will go on to the other grades 
in a similar manner. In this 
way he will know as to his fit- 
ness to .pass an examination for 




6 



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these grades. The selection of questions is a good one. 

3. It proposes questions concerning teaching itself. 

The need of studying the Art of Teaching is becoming more 
and more apparent. There are questions that will prove very 
suggestive and valuable on the Theory and Practice of Educa- 
tion. 

4. It is a general review of the common school and higher 
studies. 

Each department of questions is followed by department of 
answers on same subject, each question being numbered, and 
answer having corresponding number. 



Arithmetic, 3d grade. 
Geography, 2d and 3d grade. 
IT. S, History, 2d and 3d grade. 
Grammar, 1st, 2d, and 3d grade. 
Orthography and Orthoepy,3d grade. 
Theory and Practice of Teaching, 

1st, 2d, and 3d grade. 
Rhetoric and Composition, 2d grade, 
Physiology, 1st and 2d grade. 
Bookkeeping, 1st and 2d grade. 
Civil Government, 1st and 2d grade. 
Physical Geography, 1st grade. 



English Literature, 1st grade. 

Natural Philosophy, " 

Algebra, professional grade. 

General History, profess, grade. 

Geometry, 

Latin, 

Zoology, 

Astronomy, 

Botany, 

Physics, 

Chemistry, 

Geology, 



5. It is carefully graded into grades corresponding to those 
into which teachers are usually classed. 

It is important for a teacher to know what are appropriate 
questions to ask a third grade teacher, for example. Exam- 
iners of teachers, too, need to know what are appropriate 
questions. In fact, to put the examination of the teacher into 
a proper system is most important. 

6. Again, this book broadens the field, and will advance 
education. The second grade teacher, for example, is exam- 
ined in rhetoric and composition, physiology, book-keeping, 
and civil government, subjects usually omitted. The teacher 
who follows this book faithfully will become as near as possi- 
ble a normal school graduate. It is really a contribution to 
pedagogic progress. It points out to the teacher a road to 
professional fitness. 

7. It is a useful reference work for every teacher and priv- 
ate library. 

Every teacher needs a book to turn to for questions, for 
example, a history class. Time is precious ; he gives a pupil 
the book saying, " Write five of those questions on the black- 
board ; the class may bring in answers to-morrow." A book, 



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E. L. KELLOGG & CO., NEW YORK & CHICAGO. 7 

made on the broad principles this is, has numerous uses. 

8. Examiners of teachers will find it especially valuable. 
It represents the standard required in New York and the East 
generally for third, second, first, and state diploma grades. 
It will tend to make a uniform standard throughout the 
United States. 

WHAT IS SAID OF IT. 

A Great Help.— "It seems to be well adapted to the purposes lor 
which it is prepared. It will undoubtedly be a gTeat help to many 
teachers who are preparing to pass an examination."— B. A. Gastman, 
Supt. Schools, Decatur, 111. 

Very Suggestive.—"! consider it very suggestive. As a book for 
class-room use it can serve a very important object by this suggestive- 
ness, which is the peculiar quality of the book. Many of the questions 
suggest others to the teacher, and thus open her mind to new aspects of 
the book she is teaching. Such questions aid pupils in looking up mat- 
ter which they have previously acquired, and yet supply the charm of 
novelty."— B. C. Gregory, Secretary of N. J. Beading Circle. 

Helpful to Young Teachers.—" It will prove a helpful book to young 
teachers who wish to review the studies which it treats."— T. M. Bal- 
liet, Supt. Schools, Springfield, Mass. 

Well Fitted for its Purpose.—" I find it well fitted for its purpose in 
testing the acquaintance of students with the principles that govern the 
several departments of science and their application to special cases. <• I 
can see how a teacher can make good use of this book in his classes."— 
D. L. Kiehee, Supt. of Public Instruction, St. Paul, Minn. 

Without a Peer.—" It is without a peer."— J. M. Greenwood, Supt. 
Schools, Kansas City, Mo. 

Best for its Price. — " It is the best book for its price that I ever pur- 
chased."— Miss Eva Quigley, teacher at La Porte, Cal. 

Best of the Kind.— " It is decidedly the best book of the kind I ever 
examined."— D. G. Williams, Ex-Co. Supt. York County, Pa. 

Will Furnish Valuable Ideas.— "It presents a larger variety than 
usual of solid questions. Will repay very largely all efforts put forth 
by examiners and examined, and lead to better work in the several - 
branches. The questions have been carefully studied. They are the 
result of thoughtful experience, and will furnish valuable ideas. "— Chas. 
Jacobus, Supt. Schools, New Brunswick, N. J. 

J. H. Hoose, Prin. of the Cortland (N. Y.) Normal School, says :— " It 
will be helpful to those persons who cannot enjoy an attendence upon 
courses of study in some good school." 

Hon. B. G. Northrup, of Connecticut, says :— " It is at once concise 
and comprehensive, etimu ati 'g and instructive. These questions seem 
to show the young teacher what he d es not know and ought to know, 
and facilitates the acquisition of the desired knowledge." 

School Education (Minn.) says:— "Many a young teacher of good 
mind, whose opportunities have been meagre, and who does not yet 
know how to study effectively in a scientific spirit, may be stimulated 
to look up points, and to genuine progress in self -improvement by such 
a book as this. The questions are systematically arranged, worded with 
judgment, and are accompanied by numerous analyses of various sub- 
jects." 



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'Paynes Lectures on the Science and 

Art of Education. Reading Circle Edition. By Joseph 
Payne, the first Professor of the Science and Art of Edu- 
cation in the College of Preceptors, London, England. 
With portrait. 16mo, 350 pp., English cloth, with gold 
back stamp. Price, $1.00 ; to teachers, 80 cents ; by mail, 
7 cents extra. Elegant new edition from neiv plates. 

Teachers who are seeking to 
know the principles of education 
will find them clearly set forth in 
this volume. It must be remem- 
bered that principles are the basis 
upon which all methods of teach- 
ing must be founded. So valu- 
able is this book that if a teacher 
were to decide to own but three 
works on education, this would 
be one of them. This edition 
contains all of Mr. Payne's writ- 
ings that are in any other Ameri- 
can abridged edition, and is the 
only one with his portrait. It is 
far superior to any other edition 
published. 
Joseph Payne. 

why this Edition is the best. 

(1.) The side-titles. These give the contents of the page. 
(2.) The analysis of each lecture, with reference to the educa- 
tional points in it. (3.) The general analysis pointing out the 
three great principles found at the beginning. (4.) The index, 
where, under such heads as Teaching, Education, The Child, 
the important utterances of Mr. Payne are set forth. (5.) 
Its handy shape, large type, fine paper, and press-work and 
tasteful binding. All of these features make this a most val- 
uable book. To obtain all these features in one edition, it 
was found necessary to get out this neiv edition. 

Ohio Educational Monthly.— "It does not deal with shadowy theories ; 
it is intensely; practical." 

Philadelphia Educational News.—" Ought to be in library of every 
progressive teacher." 

Educational Courant.— u To know how to teach, more is needed than 
a knowledge of the branches taught. This is especially valuable." 

Pennsylvania Journal of Education.—" Will be of practical value to 
Normal Schools and Institutes," 




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10 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

West Virginia School Journal.— "Especially pleased with the appear- 
ance of this volume." 
Educational Courant.— " Deals with principles rather than methods." 
Albany Evening Journal.— "Teachers who are seeking the principles 
of education will tind them set forth here." 

American Journal of Education.—" Ought to be read by the school 
officers of every district." 

Philadelphia Teacher.—" By following which the teacher may become 
successful." 

Supt. J. M. Greenwood, Kansas City. -"I regard Payne as the 
Horace Mann of England. I wish 200,000 copies could be put into the 
hands of teachers." 

Col. F. W. Parker.—" One of the books I recommend all my pupils to 
buy, read, and study. I use it in my Professional Training Class as a 
text-book." 

W. W. Speer, Cook Co. Normal School. 111.—" I was instrumental in 
distributing several hundred of these lectures while Supt. of Mar- 
shall, County, Iowa. 

A. J. Rickoff, Late Supt. of Yonkers Schools,— *' These lectures 
squarely advocate the best and most advanced doctrines of education. 
You have placed the teachers under obligation by publishing them." 

Jas. McAllister, Supt. Philadelphia Public Schools.—" I consider it 
as one of the most valuable books on education." 

D. L. Keihle, Sunt, of Schools, Minnesota.—" One of the best books 
on the Science of Education." 

Tennessee Journal of Education.—" This firm is doing a grand thing 
in publishing this book." 

Canada Educational Monthly.—" No teacher who aims to be pro- 
gressive should fail to master its contents." 

Normal Advocate.—" Should be in the hands of every one who pre- 
sumes to aid in shaping an immortal mind." 

Philadelphia Ledger.—" A volume worth its weight in certificates to 
any teacher." 

Boston Journal of Education.—" Mr. Payne ranks among the best 
educators of modern times and the work should be in the library of 
every teacher." 

Boston Advertiser.—" Those who would like to see a change in our 
mechanical method, will welcome this book." 

Springfield Republican.— " Will prove a valuable addition to the 
library of progressive teachers." 

Independent.—" The new method is more clearly stated in this volume 
than in any other volume of equal compass." 



FOR READING CIRCLES. 

" Payne's Lectures " is pre-eminently the book for Reading- 
Circles. It has already been adopted by the New York, Ohio, 
Philadelphia, New Jersey, Illinois, Colorado, and Chautauqua 
Circles, besides many in counties and cities. Remember that 
our edition is far superior to any other published. 



BEND ALL OBDERS TO 

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Shaw and TfonneWs School ^Devices. 

" School Devices." A book of ways and suggestions for 
teachers. By Edward R. Shaw and Webb Donnell, of the 
High School at Yonkers, N. Y. Illustrated. Dark-blue 
cloth binding, gold, 16mo, 224 pp. Price, $1.25 ; to teach- 
ers, $1.00 ; by mail, 9 cents extra. 
I^°A BOOK OF "WAYS" FOR TEACHERS.^ 
Teaching is an art ; there are " ways to do it." This book 
is made to point out " ways," and to help by suggestions. 

1. It gives " ways " for teaching Language, Grammar, Read- 
ing, Spelling, Geography, etc. These are in many cases 
novel ; they are designed to help attract the attention of the 
pupil. 

2. The " ways" given are not the questionable " ways" so 
often seen practiced in school-rooms, but are in accord with 
the spirit of modern educational ideas. 

3. This book will afford practical assistance to teachers who 
wish to keep their work from degenerating into mere routine. 
It gives them, in convenient form for constant use at the 
desk, a multitude of new ways in which to present old truths. 
The great enemy of the teacher is want of interest. Their 
methods do not attract attention. There is no teaching 
unless there is attention. The teacher is too apt to think 
there is but one " way" of teaching spelling ; he thus falls 
into a rut. Now there are many " ways " of teaching spell- 
ing, and some " ways " are better than others. Variety must 
exist in the school-room ; the authors of this volume deserve 
the thanks of the teachers for pointing out methods of obtain- 
ing variety without sacrificing the great end sought — scholar- 
ship. New "ways" induce greater effort, and renewal of 
activity. 

4. The book gives the result of large actual experience in 
the school-room, and will meet the needs of thousands of 
teachers, by placing at their command that for which visits 
to other schools are made, institutes and associations 
attended, viz., new ideas and fresh and forceful ways of 
teaching. The devices given under Drawing and Physiology 
are of an eminently practical nature, and cannot fail to 
invest these subjects with new interest. The attempt has 
been made to present only devices of a practical character. 

5. The book suggests " ways " to make teaching effective ; it 
is not simply a book of new " ways," but of " ways " that will 
produce good results. 



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WHAT IT CONTAINS. 

" Ways " of teaching Language— Geography— Spelling— Reading— 
Arithmetic — History — Physiology — Drawing— Penmanship— Personal 
Suggestions— School-Room Suggestions— Outside the School-Room— 
Seat Work. The first chapter on Language contains : A Way to Prepare 
Pictures for Young Pupils— Supplying the Proper Word— A Language 
Lesson— Weekly Plan of Language Work for Lower Grammar Grades- 
Writing Ordinals— Correcting Bad English— For Beginners in Composi- 
tion—Word Developing— An Easy Exercise in Composition— Composi- 
tion from Pictures— Plan for Oral Composition— Debating Exercises- 
Language Drill in every Lesson — Letter Writing— Matter for Letters — 
Forms for Business Letters— Papers Written from Recitation Notes- 
Equivalent Forms of Expression— Devices for Dee of Capitals— Excerpts 
to Write Out from Memory— Regular Plan in Composition Writing— To 
Exercise the Imagination— Suggestions about Local Subjects for Com- 
positions—A Letter Written upon the Blackboard by all the Class- 
Choice of Words— Order of Criticism— A Plan for Rapid Correction of 
Compositions— To File and Hold Essays — Assigning a Subject for a Com- 
position—Character Sketches— Dlustrative Syntax— A Talk on Language 
—A Grammar Lesson, Device for Building up the Conjugation of the 
Verb— The Infinitive Mood— Shall and Will— Matter for a Talk on Words 
—Surnames. 

At the end of the volume is inserted a careful selection of Bible Read- 
ings for every school day of the year, with the pronunciation of diffi- 
cult words— a provision that will be appreciated by those who are 
obliged to hunt each morning for a proper selection for school devo- 
tions. 

Mr. E. R. Shaw, of the Yonkers High School, is well 
known, and Mr. Webb Donnell, of the East Machias (Me.) 
Academy, is a teacher of fine promise ; they have put together 
a great variety of suggestions that cannot fail to be of real 
service. 

Home and School.—" Is just the book for every teacher who wishes 
to be a better teacher." 
Educational Journal.—" It contains many valuable hints." 

Boston Journal of Education.—" It is the most humane, instructive, 
original educational work we have read in many a day." 

Wis. Journal of Education.—" Commends itself at once by the num- 
ber of ingenious devices for securing order, industry, and interest." 

Iowa Central School Journal.—" Teachers will find it a helpful and 
suggestive book." 

Canada Educational Monthly.— " Valuable advice and useful sugges- 
tions." 

Normal Teacher.—" The author believes the way to manage is to civ- 
ilize, cultivate, and refine." 

School Moderator.— " Contains a large amount of valuable reading. 
School government is admirably presented." 

Progressive Teacher.— "Should occupy an honored place in every 
teacher's library." 

Ed. Cburant.— " It will help the teacher greatly." 

Va. Ed. Journal.— " The author draws from a large experience." 

Country and Village Schools.— " Cannot fail to be serviceable." 



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Parkers Talks on Teaching. 

Notes of "Talks on Teaching" given by Col. Francis W. 
Parker (formerly Superintendent of schools of Quincy, 
Mass.), before the Martha's Vineyard Institute, Summer 
of 1882. Reported by Lelia E. Patridge. Square 16mo. 
5x6 1-2 inches, 192 pp., laid paper, English cloth. Price, 
$1.25 ; to teachers, $1.00 ; by mail, 9 cents extra. 
The methods of teaching employed in the schools of Quincy, 
Mass. , were seen to be the methods of nature. As they were 
copied and explained, they awoke a great desire on the part 
of those who could not visit the schools to know the underly- 
ing principles. In other words, Colonel Parker was asked to 
explain why he had his teachers teach thus. In the summer 
of 1882, in response to requests, Colonel Parker gave a course 
of lectures before the Martha's Vineyard Institute, and these 
were reported by Miss Patridge, and published in this book. 

The book became famous : 
more copies were sold of it in 
the same time than of any 
other educational book what- 
ever. The daily papers, which 
usually pass by such books 
with a mere mention, devoted 
columns to reviews of it. 

The following points will 
show why the teacher will 
want this book. 

1. It explains the " New 
Methods." There is a wide 
gulf between the new and the 
old education. Even school 
boards understand this. 

2. It gives the underlying 
principles of education. For it 

must be remembered that Col. Parker is not expounding his 
methods, but the methods of nature. 

3. It gives the ideas of a man who is evidently an " educa- 
tional genius," a man born to understand and expound educa- 
tion. We have few such ; they are worth everything to the 
human race. 

4. It gives a biography of Col. Parker. This Mill help the 
teacher of education to comprehend the man and his motives. 

5. It has been adopted by nearly every State Reading Circle. 




SEND ALL ORDERS TO 

It E.L. KELLOGG & CO., NEW YORK & CHICAGO. 

The Indiana State Reading Circle alone have ordered 1500 
copies. Besides this, many County Reading Circles have 
adopted it. 

6. The new methods placed " the Quincy schools from 
twelve to twenty-five per cent, above the average of the towns 
in the same county." (This county is Norfolk — the one that 
Boston is in.) This is the statement of George A. Walton, of 
the Massachusetts Board of Education. 

7. The Quincy methods (according to Mr. George A. Wal- 
ton) are adopted wherever they are known, and where the 
teachers have the skill and permission to employ them. 

8. This book has created more interest in Europe than any 
other American book on education. 

Normal Teacher. (Ind.)— " Probably no volume will attract the atten- 
tion of the teachers of this country so much as this." 

Journal of Education (Va.)— " No teacher can read it without receiv- 
ing fresh ideas." 

The New England Journal of Education (July 12, '83), published 
a page criticism by Prof. Payne. When this met the eye of Rev. A. D. 
Moyes, one of the editors, he wrote two pages of fervid approval and 
that influential paper became the friend of the New Education. " We 
recommend the book to every teacher." 

New York Teachers' Companion.— "The Colonel is a warrior; his 
battle cry is freedom of the teachers from ruts, rust, routine, and 
servile imitation." 

Philadelphia Teacher— " His greatness consists in his courageous 
application of the truth." 

Chicago Advance.—" They (the ' talks ') will be very helpful to 
teachers." 

Chicago Evening Journal.—" They constitute the best, most compre- 
hensive, and authoritative presentation of the Quincy schools." 

Chicago Daily News.— " Valuable materials for thought and study." 

Burlington Hawkeye.— " Wo are pleased with the common sense 
and reasonableness of any principle laid down and methods recom- 
mended." 

Boston Commonwealth.—" Are of interest to all teachers." 

Troy Times.—" They are hints on which the intelligence of the teacher 
is left free to act." 

New York Tribune.— " Suggestive to instructors. The clear direc- 
tions for following the methods so brilliantly inaugurated at Quincy 
will be of interest to all students of pedagogy." 

Philadelphia Ledger.—" Francis W . Parker holds what in some re- 
gards, is even a higher place than that of the Chief Executive, the great- 
est teacher and organizer of the common schools that this country now 
possesses." (Prom along review.) 

Philadelphia Record.— 'His talk is informal by knowledge; and his 
knowledge is booked by experience." 

The Moderator. 'Michigan.)— In spite of all that has been published 
they constitute the best presentation of the Quincy method.' ' 



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lb E.L. KELLOGG & CO., NEW YORK & CHICAGO. 

T-atridges "Quincy {Methods," 

Ilie " Quincy Methods," illustrated ; Pen photographs from 
the Quincy schools. By Lelia E. Patridge. Illustrated 
with a number of engravings, and two colored plates. 
Blue cloth, gilt, 12mo, 686 pp. Price, $1.75 ; to teachers, 
$1.40 ; by mail, 13 cents extra. 
When the schools of Quincy, Mass., became so famous 
under the superintendence of Col. Francis W. Parker, thou- 
sands of teachers visited them. Quincy became a sort of 
" educational Mecca," to the disgust of the routinists, whose 
schools were passed by. Those who went to study the 
methods pursued there were called on to tell what they had 
seen. Miss Patridge was one of those who visited the schools 
of Quincy ; in the Pennsylvania Institutes (many of which 
she conducted), she found the teachers were never tired of 
being told how things were done in Quincy. She revisited 
the schools several times, and wrote down what she saw ; then 
the book was made. 

1. This book presents the actual practice in the schools of 
Quincy. It is composed of " pen photographs." 

2. It gives abundant reasons for the great stir produced by 
the two words " Quincy Methods." There are reasons for the 
discussion that has been going on among the teachers of late 
years. 

3. It gives an insight to principles underlying real educa- 
tion as distinguished from book learning. 

4. It shows the teacher not only what to do, but gives the 
way in which to do it. 

5. It impresses one with the spirit of the Quincy schools. 

6. It shows the teacher how to create an atmosphere of hap- 
piness, of busy work, and of progress. 

7. It shows the teacher how not to waste her time in worry- 
ing over disorder. 

8. It tells how to treat pupils with courtesy, and get cour- 
tesy back again. 

9. It presents four years of work, considering Number, 
Color, Direction, Dimension, Botany, Minerals, Form, Lan- 
guage, Writing, Pictures, Modelling, Drawing, Singing, 
Geography, Zoology, etc., etc. 

10. There are 6t>6 pages; a large book devoted to the realities 
of school life, in realistic descriptive language. It is plain, 
real, not abstruse and uninteresting. 

1 1 . It gives an insight into real education, the education 
urged by Pestalozzi, Froebel, Mann, Page, Parker, etc. 



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E. L. KELLOGG & CO., NEW YORK & CHICAGO. 11 

12. It exemplifies the teachings of Col. F. W. Parker in the 
" Talks on Teaching." It must be remembered that the 
"Talks" were from the notes taken by Miss Patridge, the 
author of this book. To understand what the teaching is that 
Col. Parker would have in the schools, one must read this 
book, or attend his school at Normal Park, HI. 

Pa. School Journal :— " The book will be of historical significance." 
N. Y. School Bulletin :— " Should be one of the first dozen books in the 
teacher's library." Boston Journal of Education :—" Affords a clear 
insight into the methods and work at Quincy," Iowa Teacher :— " The 
best of it is that the underlying principles are explained." Chicago 
Practical Teacher :— " Miss Patridge has done her work thoroughly and 
well." N. C. Teacher :— " The story of the Quincy method is well told." 
La. School Journal :— " The work ought to be in every public school 
library." Chicago Intelligence :— " It is really a manual for the prim- 
ary teacher." Teachers' Quarterly :— " Beautifully told in this vol- 
ume." Cincinnati School Journal :— "The book explains the underly- 
ing principles." S. W. Journal of Education :— "Miss Patridge has done 
the work excellently well." Indiana School Bulletin :— " Full of good 
suggestions." Pa. Teacher :— " No teacher can read it without receiv- 
ing ideas and helpful suggestions." Fa. School Journal :—" This book 
has a mission." Nat. (Pa.) Educator :— " Every progressive teacher will 
get more benefit from it than from any other published." Our County 
and Village Schools :—" Reading this volume will produce a revolu- 
tion." Ed. Courant :— " Has the power, fervor, and style of Parker." 
Wis. Journal of Education :— " By far the most complete manual of the 
'New Education." 111. School Journal:— "It is without question the 
fullest, richest, and most suggestive volume for grade teachers, and 
also for superintendents, that it has been our portion to examine." 
Normal Exponent :— " Every teacher should read it." "W. Va. School 
Journal :— " It is a fountain from which new and refreshing draughts 
may be drawn." Philadelphia Teacher :—" Abounds with hints; will 
prove a precious guide." Chicago Advance :— " In the presence of such 
a book we pause with reverence." School Education :—" Is a very 
desirable book." Phrenological Journal:— "It is the application of 
principles." Christian Advocate :—" Well worth the perusual of 
teachers." Texas School Journal :— " No primary teacher can afford to 
do without this work." Springfield Republican :— " The earnest teach- 
er will find it helpful." Quebec Ed. Record :— " Pleased that it is on the 
list of books for teachers." The Critic :— " Gives a helpful insight into 
the theory of Education." Interior :—" Well worthy of study." Inter- 
ocean :— " One of the books that should be found in every teacher's 
desk." Detroit Free Press:— Will take a high place in educational 
literature." S. S. Times :—" First and best for the Sunday school 
teacher is Quincy Methods." 



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1 8 E. L. KELLOGG & CO. , NEW YORK & CHICAGO. 

Tate's Thilosophy of Education. 

The Philosophy of Education. By T. Tate. Revised and 
Annotated by E. E. Sheeb, Ph.D., Principal of the Louis- 
iana State Normal School. Unique cloth binding, laid 
paper, 831 pp. Price, $1.50 ; to teachers, $1.20 ; by mail, 7 
cents extra. 
There are few books that deal with the Science of Educa- 
tion. This volume is the work of a man who said there were 
great principles at the bottom of the work of the despised 
schoolmaster. It has set many a teacher to thinking, and in 
its new form will set many more. 

Our edition will be found far superior to any other in every 
respect. The annotations of Mr. Sheib are invaluable. The 
more important part of the book are emphasized by leading 
the type. The type is clear, the size convenient, and print- 
ing, paper, and binding are most excellent. 

Mr. Philhrickso long superintendent of the Boston schools hold this 
work in high esteem. 

Col. F. W. Parker strongly recommends it. 

Jos. MacAlister, Supt. Public Schools, Philadelphia, says :— " It is one 
of the first books which a teacher deserves of understanding the scien- 
tific principles on which his work rests should study." 

S. A. Ellis, Supt. of Schools, Rochester N. Y. says :— " As a pointed and 
judicious statement of principles it has no superior." 

Thos. M. Balliet, Supt. of Schools* Reading. Pa., says :— u The work 
is a classic on Education." 

J. M. Greenwood, Supt. Schools, Kansas City, says :— " I wish every 
teacher of our country owned a copy and would read it carefully and 
thoughtfully." 

Prest. E. A. Sheldon, Oswego Normal Schools, says :—" For more 
than 20 years it has been our text-book in this subject and I know of no 
other book so good for the purpose." 

Bridgeport Standard.—" A new generation of thinkers will welcome 
it ; it has long held the first place in the field of labor which it illus- 
trates." 

S. W. Journal of Education.— "It deals with fundamental principles 
and shows how the best educational practice comes from them." 

The Interior.—" The book has long been held in high esteem by 
thoughtful teachers." 

Popular Educator.— " Has long held a high place among educational 
works." 

Illinois School Journal.—" It abounds in good things." 

Philadelphia Record.—" Has been ranked among educational classics 
for more than a quarter of a century." 

Educational News.—" Tate was the first to give us the maxims from 
the ' known to the unknown ' etc." 



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E. L. KELLOGG & CO., NEW YORK & CHICAGO. 21 



The Reading Circle Library. 



No. 1 




pffi^l 



IRCL 



§e 



TAlNDiTUDlEy 



-FOR 

yoUNG TEACHERS 

^jEROA\E?ULLENPHD 



EL KELLOGG- £/CO 
NEWyoRK£/CHlCACO 



Allen's Mind Studies for Young Teachers 

By Jerome Allen, Ph.D., 
Associate Editor of the 
School Journal, formerly 
President of the St. Cloud 
( Minn. ) Normal School. 
16mo, large, clear type, 
128 pp. paper cover. Price, 
30 cents ; to teachers, 24 
cents ; by mail, 3 cents 
extra. Limp cloth, 50 
cents; to teachers, 40 cents; 
by mail, 5 cents extra. 
Special rates for quanti- 
ties. Fourth thousand now 
ready. 

This little volume attempts 
to open the subject of PsychoL 
ogy in a plain way, omitting 
what is abstruse and difficult. 
It is written in language easily 
comprehended, and has prac- 
tical illustrations. It will be wanted by teachers. 

1. Some knowledge of Mental Science is indispensible to the 
teacher. He is dealing with Perception, Attention, Judg- 
ment. He ought to know what these mean. 

2. The relation between Teaching and Mind Growth is 
pointed out ; it is not a dry treatise on Psychology. 

3. It is a work that will aid the teacher in his daily work in 
dealing with mental facts and states. 

Popular Educator.—" The teacher will find in it much information as 
well as incitement to thought." 

Jared Sanford, School Com., Mt. Vernon, N. T.— " From all points of 
view it must prove of great worth to those who read it. To the earnest 
teacher in search of information concerning' the principles of Psychol- 
ogy it is to be highly commended." 

Irwin Shepard, Pres. Normal School. Winona, Minn.—" I am much 
pleased with it. It certainly fills a want. Most teachers need a smaller 
briefer, ^nd more convenient Manual than has before been issued." 

S. G. Love, Supt. School, N. Y.— " I want to say of it that it is an 
excellent little book. Invaluable for building up the young teacher 
in that kind of knowledge indispensable to successful teaching to-day." 



Prof. Edward Brooks.—" The work 
teachers." 



will be very useful to young 



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32 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

No. 2. Autobiography of Frcebel. 

Materials to Aid a Comprehension of the Works of the 
Founder of the Kindergarten. 16mo, large, clear type, 
128 pp. Unique paper cover. Price, 30 cents ; to 
teachers, 24 cents ; by mail, 3 cents extra. Bound in limp 
cloth, 50 cents ; to teachers, 40 cents ; by mail, 5 cents 
extra. 

This little volume will be welcomed by all who want to get 
a good idea of Frcebel and the kindergarten. 

1. The dates connected with 
Frcebel and the kindergarten 
are given, then follows his 
autobiography. To this is 
added Joseph Payne's esti- 
mate and portrayal of Frce- 
bel, as well as a summary of 
Frcebel's own views. 

2. In this volume the stu- 
dent of education finds ma- 
terials for constructing, in an 
intelligent manner an estimate 
and comprehension of the kin- 
dergarten. The lif e of Frcebel, 
mainly by his own hand, is 
very helpful. In this we see 
the working of his mind when 
a youth ; he lets us see how 
he felt at being misunder- 
stood, at being called a bad boy, and his pleasure when face 
to face with nature. Gradually we see there was crystallizing 
in him a comprehension of the means that would bring har- 
mony and peace to the minds of young people. 

3. The analysis of the powers of Frcebel will be of great 
aid. We see that there was a deep philosophy in this plain 
German man ; he was studying out a plan by which the 
usually wasted years of young children could be made pro- 
ductive. The volume will be of great value not only to every 
kindergartner, but to all who wish to understand the philoso- 
phy of mental development. 

La. Journal of Education.— "An excellent little work.' 

W. Va. School Journal.—" Will be of great value." 

Educational Courant, Ky.— " Ought to have a very extensive circu- 
lation among the teachers of the country." 

Educational Record, Can.—" Ought to be in the hands of every pro- 
fessional teacher." 




PRIEDRICH FR03BEL. 




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E. L. KELLOGG & CO., NEW YORK & CHICAGO. 28 

No. 3. Hughes' Mistakes in Teaching. 

By James L. Hughes, Inspec- 
tor of Schools, Toronto,Can- 
ada. Cloth, 16mo, 115 pp. 
Price, 50 cents ; to teach- 
ers, 40 cents; by mail, 5 
cents extra. 
Thousands of copies of the old 
edition have been sold. The 
new edition is worth double the 
old ; the material has been in- 
creased, restated and greatly 
improved. Two new and im- 
portant Chapters have been 
added on " Mistakes in Aims," 
and " Mistakes in Moral Train- 
ing." Mr. Hughes says in his 
preface : "In issuing a revised 
edition of this book it seems 
fitting to acknowledge grate- 
james l. hughes. full J * he hearty appreciation 

that has been accorded it by 
American teachers. Realizing as I do that its very large sale 
indicates that it has been of service to many of my fellow 
teachers, I have recognized the duty of enlarging and revis- 
ing it so as to make it still more helpful in preventing the 
common mistakes in teaching and training." 

Ninety-Six important mistakes are corrected in this 
book. This is the only edition authorized by the writer. 

The Schoolmaster (England)— "His ideas are clearly presented." 

Boston Journal of Education.—" Mr. Hughes evidences a thorough 
study of the philosophy of education. We advise every teacher to invest 
50 cents in the purchase of this useful volume." 

New York School Journal.—" It will help any teacher to read this 
book." 

Chicago Educational Weekly.—" Only long experience could fur- 
nish the author so fully with materials for sound advice." 

Penn. Teacher's Advocate.— "It is the most readable hook we have 
seen lately." 

Educational Journal of Virginia.—" We know no book that contains 
so many valuable suggestions.'' 

Ohio Educational Monthly.—" It contains more practical hints than 
any book of its size known to us." 

Iowa Central School Journal.—" "We know of no book containing 
more valuable suggestions." 

New York School Bulletin—" It is sensible and practical." 



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No. 4. Hughes' Securing and Retaining Atten- 
tion. 

By James L. Hughes, Inspector Schools, Toronto, Canada. 
Author of Mistakes in Teaching. Cloth, 116 pp. Price, 
50 cents ; to teachers, 40 cents ; by mail, 5 cents extra. 

This valuable little book has already become widely known 
to American teachers. This new edition has been almost 
entirely re-written and several new important chapters 
added. It is the only edition authorized by the author. The 
testimonials to the old edition are more than deserved for the 
new one. 

Educational Times. England.—" On an important subject, and 

admirably executed." 
School Guardian. England.—" We unhesitatingly recommend it." 
New England Journal of Education.—" The book is a guide and a 

manual of special value." 

New York School Journal.—" Every teacher would derive benefit 
from reading this volume." 

Chicago Educational Weekly.—" The teacher who aims at best suc- 
cess should study it." 

Phil. Teacher.— " Many who have spent months in the school-room 
would be benefitted by it." 
Maryland School Journal.—" Always clear, never tedious." 
Va. Ed. Journal.—" Excellent hints as to securing attention." 
Ohio Educational Monthly.—" We advise readers to send for a copy." 
Pacific Home and School Journal.— "An excellent little manual." 
Prest. James H. Hoose, State Normal School, Cortland, N. Y., says :— 
" The book must prove of great benefit to the profession. ' 

Supt. A. W. Edson, Jersey, City, N. J., says:— "A good treatise has 
long been needed, and Mr. Hughes has supplied the want." 

No. 5. The Student's Calendar. 

For 1888. Compiled by N. O. Wilhelm. Elegant design 
on heavy cardboard, 9x11 inches, printed in gold and 
color. Price, 60 cts. ; to teachers, 48 cents. ; by mail, 8 cts. 
In book form, for any year, paper cover. Price, 30 cts. ; 
to teachers, 24 cts. ; by mail, 3 cts. extra. 

This beautiful, novel, and useful calendar is designed to 
assist teachers in preparing exercises for Memorial Days, 
and also to suggest topics for "talks," compositions, etc. The 
idea is entirely new. Opposite each date is a very short life 
of some great man who was born or died on that day. The 
design is superb, and printing, etc., tasteful and elegant, 
making it an ornament for any room. 



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25 



Teachers 1 Manuals Series. 

Each is printed in large, 
clear type, on good paper. 
Paper cover, price 15 
cents ; to teachers, 12 
cents ; by mail 1 cent ex- 
tra. Liberal discount in 
quantities. 
There is a need of small 
volumes — "Educational 
tracts," that teachers can 
carry easily and study as they 
have opportunity. The fol- 
lowing six have been already 
selected. Every one is a gem. 
To call them the " Education- 
al Gem" series would be 
more appropriate. 

It should be noted that 
while our editions of these 
little books are as low in 
price as any other, the side 
heads, topics and analyses 
inserted by the editors, as well as the excellent paper and 
printing, make them far superior in every way to any other. 

No. 1. FITCH'S ART OF QUESTIONING. 

By J. G. Fitch, M. A., author of " Lectures on Teaching." 38 pp. 

Already widely known as the most useful and practical essay on 
this most important part of the teachers' lesson-hearing. 
No. 2. FITCH'S ART OF SECURING ATTENTION. 

By J. G. Fitch, M. A.. 39 pp. 

Of no less value than the author's "Art of Questioning." 
No. 3. SIDGWICK'S ON STIMULUS IN SCHOOL. 

By Arthur Sidgwtck, M. A. 43 pp. 

" How can that dull, lazy scholar be pressed on to work up his lessons 
with a will." This bright essay will tell how it can be done. 
No. 4. YONGE'S PRACTICAL WORK IN SCHOOL. 

By Charlotte M. Yonge, author of " Heir of Redclyffe." 35 pp. 

All who have read Miss Yonge's books will be glad to read of ner 
views on School Work. 
No. 5. FITCH'S IMPROVEMENT IN THE ART OF TEACHING. 

By J. G. Fitch, M. A. 25 pp. 

This thoughtful, earnest essay will bring courage and help to many 
a teacher who is struggling to do better work. It includes a course of 
study for Teachers' Training Classes. 
No. 6. GLADSTONE'S OBJECT TEACHING. 

By J. H. Gladstone, of the London <Eng.) School Board. 25 pp. 

A short manual full of practical suggestions on Object Teaching. 




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Kellogg s School [Management ; 

" A Practical Guide for the Teacher in the School-Room." 

By Amos M. Kellogg, A.M. Sixth edition. Revised and 

enlarged. Cloth, 128 pp. Price, 75 cents ; to teachers, 60 

cents ; by mail, 5 cents extra. 

This book takes up the most difficult of all school work, 

viz. : the Government of a school, and is filled with original 

and practical ideas on the subject. It is invaluable to the 

teacher who desires to make his school a " well-governed" 

school. 

1. It suggests methods of awakening an interest in the 
studies, and in school work. "The problem for the teacher," 
says Joseph. Payne, " is to get the pupil to study." If he can do 
this he will be educated. 

2. It suggests methods of making the school attractive. 
Ninety-nine hundredths of the teachers think young people 
should come to school anyhow ; the wise ones know that a 
pupil who wants to come to school will do something when 
he gets there, and so make the school attractive. 

3. Above all it shows that the pupils will be self -governed 
when well governed. It shows how to develop the process of 
self-government. 

4. It shows how regular attention and courteous behaviour 
may be secured. 

5. It has an admirable preface by that .remarkable man and 
teacher, Dr. Thomas Hunter, Pres. N. Y. City Normal College. 

Home and School.—" Is just the book for every teacher who wishes 
to be a better teacher." 

Educational Journal.—" It contains many valuable hints." 

Boston Journal of Education.— "It is the most humane, instructive, 
original educational work we have read in many a day." 

Wis. Journal of Education.— " Commends itself at once by the num- 
ber of ingenious devices for securing order, industry, and interest. 

Iowa Central School Journal.—" Teachers will find it a helpful and 
suggestive book." 

Canada Educational Monthly.—" Valuable advice and useful sugges- 
tions." 

Normal Teacher.—" The author believes the way to manage is to civ- 
ilize, cultivate, and refine." 

School Moderator.—" Contains a large amount of valuable reading ; 
school government is admirably presented." 

Progressive Teacher.— " Should occupy an honored place in every 
teacher's library." 

Ed. Courant.— "It will help the teacher greatly.' 

Va. Ed, Journal,—" The author draws from a large experience," 



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Johnsons Education by T>oin g. 

Education by Doing : A Book of Educative Occupations 

for Children in School. By Anna Johnson, teacher to 

the Children's Aid Schools of New York City. With a 

prefatory note by Edward R. Shaw, of the High School of 

Yonkers, N. Y. Handsome red cloth, gilt stamp. Price, 

75 cents ; to teachers, 60 cents ; by mail, 5 cents extra. 

Thousand of teachers are asking the question : " How can I 

keep my pupils profitably occupied?" This book answers 

the question. Theories are omitted. Every line is full of 

instruction. 

1. Arithmetic is taught with blocks, beads, toy-money, etc. 

2. The tables are taught by clock dials, weights, etc. 

3. Form is taught by blocks. 

4. Lines with sticks. 

5. Language with pictures. 

6. Occupations are given. 

7. Everything is plain and practical. 

EXTRACT FROM PREFACTORY NOTE. 

" In observing the results achieved by the Kindergarten, educators 
have felt that Frcebel's great discovery of education by occupations 
must have something for the public schools— that a further application 
of ' the putting of experience and action in the place of books and 
abstract thinking,' could be made beyond the fifth or sixth year of the 
child's lif e. This book is an outgrowth of this idea, conceived in the 
spirit of the ' New Education.' 

" It will be widely welcomed, we belieVe, as it gives concrete methods 
of work— the very aids primary teachers are in search of . There has 
been a wide discussion of the subject of education, and there exists no 
little confusion in the mind of many a teacher as to how he should im- 
prove upon methods that have been condemned." 

Supt. J. "W. Skinner, Children's Aid Schools, says:— "It is highly 
appreciated by our teachers. It supplies a want felt by all. " 
Toledo Blade.—" The need of this book has been felt by teachers." 
School Education.—" Contains a great many fruitful suggestions." 
Christian Advance.—" The method is certainly philosophical." 
Va. Ed. Journal.—" The book is an outgrowth of Froebel's idea." 
Philadelphia Teacher.—" The book is full of practical information." 

Iowa Teacher.— "Kellogg's books are all good, but this is the best 
for teachers. 

The Educationist.—" We regard it as very valuable." 

School Bulletin.— " We think well of this book." 

Chicago Intelligence.—" Will be found a very serviceable book." 



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28 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

Southwick's Handy Helps. 

Handy Helps. A Manual of Curious and Interesting Inf « 
mation. By Albert P. Southwick, A.M., Author < 
" Quizzism and Its Key," etc. 16mo, cloth, 290 pp. Pri< 
$1.00 ; to teachers, 80 cents ; by mail, 8 cents extra. 

1. This volume contains five hundred questions that are 
interest to every reading man and woman in the Unit 
States. To hunt up an answer to even one of these wov 
require sometimes days of research. 

2. The volume will be valuable to the teacher especial' 
because he is surrounded with an inquiring set of you* 
beings. For instance, " What is the origin of the term Jo 
Bull ?" If asked this the teacher might be unable to ansv 
it, yet this and many other similar queries are answered : 
this book. 

Such a volume can be used in the school-room, and it v 
enliven it, for many young people are roused by the questic 
it contains. Something new can be found in it every day v 
interest and instruct the school. It is an invaluable aid , 
oral teaching, unequaled for general exercises, and interests 
dull pupils. 

4. It will afford refined entertainment at a gathering 
young people in the evening, and really add to their kno 1 
edge. 

5. The queries in it pertain to matters that the w< 
informed should know about. Here are a few of them : 

Animal with Eight Eyes ; The Burning Lakes ; Boycottin 
Burial Place of Columbus ; Bride of Death ; Bluebeard's C 
tie ; City of the Violet Crown ; Dead Sea Fruit ; Doors tl . 
are Books ; Derivation of the words, Uncle Sam ; First use 
the expression, " Defend me from my friends"; Flogged : ( 
Kissing his Wife ; How Pens are Slit ; Key of the Bastil< 
Mother Goose ; Origin of All Fool's Day ; Reason Rhode Isla 
has two capitals; Silhouette; Simplest Post-office in i. 
World; Umbrella a mile Wide; "Sharpshooters" amo. 
fishes ; Unlucky days for matrimony ; Year with 445 da} 
Why black is used for mourning ; etc. , etc. 

6. It is a capital book to take on a railroad journey ; 
entertains, it instincts. 

Home Journal.— "One can scarcely turn a page without flndi 
something he desires to learn, and which every well-read man ought 
know. 

, Interior.— " Immensely instructive and entertaining in school-rooi 

families and reading circles. 



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deception T>ay. 6 &{os. 

A collection of fresh and original dialogues, recitations, 
declamations, and short pieces for practical use in Public 
and Private Schools. Bound in handsome, new paper 
cover, 160 pages each, printed on laid paper. Price 30 
cents each ; to teachers, 24 cents ; by mail, 3 cents extra. 

The exercises in these books bear upon education ; have a 
relation to the school-room. 

1. The dialogues, recitations, 
and declamations, gathered in 
this volume being fresh, short, 
easy to be comprehended and 
are well fitted for the average 
scholars of our schools. 

2. They have mainly been 
used by teachers for actual 
school exercises. 

3. They cover a different 
ground from the speeches of 
Demosthenes and Cicero — 
which are unfitted for boys of 
twelve to sixteen years of age. 

4. They have some practical 
interest for those who use 
them. 

5. There is not a vicious 
sentence uttered. In some 
dialogue books profanity is 
found, or disobedience to 
parents encouraged, or lying 




;:M>'5J-.'.5* 
NEW COVER. 

laughed at. Let teachers look out for this. 

6. There is something for the youngest pupils. 

7. " Memorial Day Exercises " for Bryant, Garfield. Lincoln, 
etc. , will be found. 

8. Several Tree Planting exercises are included. 

9. The exercises have relation to the school-room and bear 
upon education. 

10. An important point is the freshness of these pieces. 
Most of them were written expressly for this collection, and 
can be found nowhere else. 

Boston Journal of Education.— " Is of practical value." 
Detroit Free Press.—" Suitable for public and private schools." 
Western Ed. Journal.— " A series of very good selections." 



30 



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E. L. KELLOGG & CO., NEW YORK & CHICAGO. 



Song Treasures. 



THE PRICE HAS JUST BEEN 
GREATLY REDUCED. 



Compiled by Amos M. Kellogg, editor of the School Jour- 
nal. Elegant green and gold paper cover, 64 pp. Price, 
15 cents each ; to teachers, 12 cents ; by mail, 2 cents 
extra. 10th thousand. Special terms to schools for 25 
copies and over. 

This is a 
most valua- 
ble collec- 
tion of mu- 
sic for all 
schools and 
institutes. 

1. Most of 
the pieces 
have been se- 
lected by the 
teachers as 
favorites in 
the schools. 
They are the 
ones the pu- 
pils love to 
sing. 

2. All the pieces " have a ring to them ;" they are easily 
learned, and will not be forgotten. 

3. The themes and words are appropriate for young people. 
In these respects the work will be found to possess unusual 
merit. Nature, the Flowers, the Seasons, the Home, our 
Duties, our Creator, are entuned with beautiful music. 

4. Great ideas may find an entrance into the mind through 
music. Aspirations for the good, the beautiful, and the true 
are presented here in a musical form. 

5. Many of the words have been written especially for the 
book. One piece, " The Voice Within Us," p. 57, is worth the 
price of the book. 

6. The titles here given show the teacher what we mean : 
Ask the Children, Beauty Everywhere, Be in Time, Cheerfulness, 

Christmas Bells, Days of Summer Glory, The Dearest Spot, Evening 
Sour, Gentle Words, Going to School, Hold up the Riaht Hand, I Love 
the i^erry, Merry Sunshine, Kind Deeds, Over in the Meadows, Our 
Happy School, Scatter the Germs of the Beautiful, Time to Walk, Tne 
JoLy Workers, The Teacher's Life, Tribute to Whittier, etc., etc 




£ L. KELLOGG &> CO/S 

BDueattonal publications. 

THE SCHOOL JOURNAL. 

16 large pages. Weekly, per year, $2.50 

THE TEACHERS' INSTITUTE 

and Practical i eacher. Monthly, per yr. 1.25 
TREASURE-TROVE. 

A beautifully illustrated 36 page (with hand- 
some cover) paper for young people and the 
family. Monthly, per year, l.OO 

Love's Industrial Education. 

i2mo, cloth, 340 pages, 1.75 

Currie's Early Education. 

i6mo, cloth, 300 pages, 1 .25 

The Reading Circle Library. 

No. 1. Allen's Mind Studies for Teachers. .30 

" 2. Froebel's Autobiography. .30 

44 3. Clifford's Seeing and Thinking. .30 

" 4. Wilhelm's Students' Calendar. .30 

Seeley's Grube's Method of 

Teaching Arithmetic. (Nearly ready.) 
Patridge's "Quincy Metnods." 

Cloth, i2mo, 686 pages, illustrated, 1 .75 

Parker's Talks on Teaching. 

Cloth, i6mo, 196 pages, 1.25 

Shaw's National Question Book. 

Cloth, i2mo, 556 pp. Net, postpaid, 1 .50 

The Practical Teacher. 

Cloth, Svo^ 188 pages, 1 .50 

Tate's Philosophy of Education. 

CI. i6mo, 320 pp. " 1 .50 

Fitch's Lectures on Teaching. 

A reprint of the most valuable English 

work on Education. Cloth, i6mo, 400 pp. ";: 1.25 
Payne's Lectures on the Sci- 
ence and Art. of Education. New edition. 

Cloth, i6mo, 296 pages, ( l.OO 

Shaw and Donnell's School De- 

vices. Cloth, i6mo, 217 pages, 1.25 

Kellogg's School management; 

Cloth, i6mo, 128 pages, .75 

Johnson's Education by Doing. 

Cloth, i6mo, 115 pages. .75 

Southwick's Handy Helps. 

Odd questions and answers. C1 M 288 pages. l.OO 
Reception Day. Four Nos. 

160 pp., paper, each, .30 

Song Treasures. . A popular schodl ' 

music book. 68 pp. Bright, original music. .25 
Pooler's N.Y. State School Laws. 

50 pp., cloth. Indispensable to N. Y. teachers . 30 
The Best Hundred Books. 

08 pp., paper. .20 

20 per cent, discount to teachers, postage extra, 
(usuailyio per cent, of price) except those marked net. 
25 Clinton Place, New York. 



NEW BOOKS FOR TEA(fcr 

Allen's "Mind Studies for Young Teache 

By Prof. Jerome Allen, Editor of the School journal. 4th 
^jjggasand. i6mo, 128 pp., paper cover, 3q cts. ; neat 
clot$T binding. 50 cts. 

"Autobiography of Frcebel." 

A clear statement in Frcebel's own words of the principles^?! 
the Kindergarten, with Joseph Payne's valuable lecture on 
Frcebel, etc. i6mo, 128 pp., paper cover, 30 cts. ; neat 
cloth binding, 50 cts. 

Hugljti y v'{i(Mistakes in Teaching." 

•gjAifcte'L. Hughes, Inspector of Schools, Toronto, Can. 
\£Wm$. an( i rewritten, with new matter. Authorized 
it edition. i6mo, cloth, 128 pp. Price, 50 cts. 





" Securing and Retaining attention." 

^written, and much enlarged. Authorized copy- 
Ion. i6mo, cloth, 128 pp. Price, 50 cts. 
20 per ceWl. discount to teachers, postage 5 cents each extra. 






TEACHERS' MANUALS SERIES. 

This is a new series of short essays on educational subjects, 
by the best writers, at a nominal price. 

NOW READY. 
No. 1. J. G. Fitch's "Art of Questioning." 
No. 2. J. G. Fitch's "Art of Securing Attention." 
No. 3. Arthur Sidgwick's "On Stimulus in School." 
No. 4-. Charlotte M. Yonge's " Practical Work in 

School." 
No. 5. J. G. Fitch's "Improvement in the Art of 

Teaching." Also a course of Study for Teachers' Training Classes 

No. 6. J. H. Gladstone's "Object Teaching." 

Each is printed in large, clear type, on good paper, with 
sideheads, topics, and analyses. From 32 to 64 pp. each, with 
paper cover. Price, 15 cts. ; to teachers, 12 cts. ; by mail, 1 cent 
extra. Remit in stamps. Liberal discount in quantities. 

f E. L. KELLOGG & CO., Educational Publishers, 

25 Clinton Place, N. Y., 151 Wabash Ave., Chicago. 



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